Critical and Creative Thinking
Learning Continuum
Analysis by subject
| Element | TOTAL | English | Maths | Science | HASS | Hist | Geo | C&C | E&B | Dance | Drama | Media | Music | Visual | DT | D&T | HPE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Inquiring – identifying, exploring and organising information and ideas | CDs unelab Elabs orphan | 2204 3% 8109 31% | 375 11% 999 40% | 237 6% 640 53% | 54 806 92% | 356 1453 18% | 321 1% 551 10% | 154 489 18% | 98 278 24% | 88 305 19% | 29 189 31% | 30 206 38% | 41 227 24% | 36 243 23% | 49 251 7% | 89 455 11% | 103 526 8% | 144 491 30% |
| Generating ideas, possibilities and actions | CDs unelab Elabs orphan | 858 3% 2427 48% | 210 9% 321 44% | 101 11% 73 64% | 18 34 79% | 54 84 68% | 48 155 72% | 18 126 82% | 16 62 69% | 23 62 61% | 19 82 52% | 20 116 59% | 38 138 29% | 34 151 31% | 51 152 11% | 68 278 33% | 63 323 39% | 77 270 58% |
| Reflecting on thinking and processes | CDs unelab Elabs orphan | 553 4% 1649 61% | 137 12% 144 58% | 66 9% 73 63% | 12 17% 63 70% | 36 152 64% | 32 162 84% | 33 168 70% | 4 18 72% | 38 110 49% | 11 53 70% | 13 68 68% | 19 90 61% | 16 86 48% | 24 95 43% | 36 104 44% | 34 144 51% | 42 119 63% |
| Analysing, synthesising and evaluating reasoning and procedures | CDs unelab Elabs orphan | 454 2% 1240 58% | 102 10% 92 48% | 10 10 70% | 26 45 64% | 48 131 42% | 30 113 82% | 35 138 78% | 24 89 76% | 22 60 62% | 6 31 68% | 5 30 63% | 8 37 68% | 10 48 48% | 9 51 65% | 30 96 43% | 38 143 41% | 51 126 45% |
| TOTAL | CDs unelab Elabs orphan | 4069 3% 13425 40% | 824 10% 1556 43% | 414 8% 796 56% | 110 2% 948 89% | 494 1820 26% | 431 0% 981 40% | 240 921 45% | 142 447 43% | 171 537 35% | 65 355 45% | 68 420 50% | 106 492 35% | 96 528 32% | 133 549 20% | 223 933 24% | 238 1136 27% | 314 1006 44% |
Analysis by level (L1/L2 overlap for subjects with an F-2 band)
| Element | TOTAL | L1 | L2 | L3 | L4 | L5 | L6 | |
|---|---|---|---|---|---|---|---|---|
| Inquiring – identifying, exploring and organising information and ideas | CDs unelab Elabs orphan | 2204 3% 8109 31% | 127 1% 566 32% | 228 2% 966 33% | 281 2% 1168 32% | 306 3% 1358 35% | 702 2% 2310 26% | 617 4% 2049 30% |
| Generating ideas, possibilities and actions | CDs unelab Elabs orphan | 858 3% 2427 48% | 51 4% 226 56% | 100 2% 302 55% | 124 2% 342 43% | 144 5% 392 42% | 223 2% 652 51% | 251 5% 686 44% |
| Reflecting on thinking and processes | CDs unelab Elabs orphan | 553 4% 1649 61% | 17 6% 73 71% | 32 3% 111 68% | 63 5% 147 69% | 72 226 66% | 159 5% 544 60% | 219 5% 598 55% |
| Analysing, synthesising and evaluating reasoning and procedures | CDs unelab Elabs orphan | 454 2% 1240 58% | 8 12 83% | 11 31 71% | 39 99 57% | 70 3% 168 49% | 122 2% 430 66% | 205 3% 509 54% |
| TOTAL | CDs unelab Elabs orphan | 4069 3% 13425 40% | 203 2% 877 42% | 371 2% 1410 42% | 507 2% 1756 39% | 592 3% 2144 40% | 1206 2% 3936 39% | 1292 4% 3842 40% |
Inquiring – identifying, exploring and organising information and ideas
Analysis by subject
| Element | TOTAL | English | Maths | Science | HASS | Hist | Geo | C&C | E&B | Dance | Drama | Media | Music | Visual | DT | D&T | HPE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pose questions | CDs unelab Elabs orphan | 140 440 62% | 3 39 95% | 5 5 60% | 13 12 33% | 32 88 47% | 12 36 67% | 10 81 75% | 10 20 50% | 12 29 45% | 1 0 | 0 0 | 2 1 100% | 0 1 100% | 1 3 33% | 9 33 55% | 13 34 59% | 17 58 67% |
| Identify and clarify information and ideas | CDs unelab Elabs orphan | 1058 3% 3991 30% | 197 11% 552 42% | 121 6% 314 50% | 22 435 93% | 162 698 15% | 156 1% 258 5% | 72 205 6% | 44 130 22% | 38 139 17% | 14 95 31% | 15 104 38% | 20 113 21% | 18 122 24% | 24 124 6% | 40 214 7% | 45 247 4% | 70 241 23% |
| Organise and process information | CDs unelab Elabs orphan | 1006 3% 3678 29% | 175 11% 408 32% | 111 7% 321 56% | 19 359 92% | 162 667 17% | 153 1% 257 7% | 72 203 6% | 44 128 22% | 38 137 17% | 14 94 31% | 15 102 37% | 19 113 26% | 18 120 22% | 24 124 6% | 40 208 7% | 45 245 5% | 57 192 28% |
| TOTAL | CDs unelab Elabs orphan | 2204 3% 8109 31% | 375 11% 999 40% | 237 6% 640 53% | 54 806 92% | 356 1453 18% | 321 1% 551 10% | 154 489 18% | 98 278 24% | 88 305 19% | 29 189 31% | 30 206 38% | 41 227 24% | 36 243 23% | 49 251 7% | 89 455 11% | 103 526 8% | 144 491 30% |
Analysis by level (L1/L2 overlap for subjects with an F-2 band)
| Element | TOTAL | L1 | L2 | L3 | L4 | L5 | L6 | |
|---|---|---|---|---|---|---|---|---|
| Pose questions | CDs unelab Elabs orphan | 140 440 62% | 11 29 72% | 15 31 52% | 20 53 49% | 18 63 70% | 41 138 67% | 38 135 60% |
| Identify and clarify information and ideas | CDs unelab Elabs orphan | 1058 3% 3991 30% | 63 2% 309 34% | 116 2% 531 36% | 134 2% 585 31% | 147 3% 668 33% | 331 2% 1102 23% | 294 4% 948 28% |
| Organise and process information | CDs unelab Elabs orphan | 1006 3% 3678 29% | 53 228 24% | 97 2% 404 29% | 127 2% 530 32% | 141 4% 627 33% | 330 2% 1070 23% | 285 4% 966 29% |
| TOTAL | CDs unelab Elabs orphan | 2204 3% 8109 31% | 127 1% 566 32% | 228 2% 966 33% | 281 2% 1168 32% | 306 3% 1358 35% | 702 2% 2310 26% | 617 4% 2049 30% |
Pose questions
Level 2: pose questions to identify and clarify issues, and compare information in their world
Content descriptions
- English 1: Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
- English 1: Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
- learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
- formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
- Maths 2: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
- Science 1: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
- using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
- Science 2: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
- using the senses to explore the local environment to pose interesting questions, make inferences and predictions
- HASS 1: Pose questions about past and present objects, people, places and events (ACHASSI018)
- posing questions with the stems ‘where’, ‘what’, ‘how’ and ‘why’ about families, celebrations, places and the weather
- asking questions before, during and after listening to stories about people and places and about their past and present
- HASS 1: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- HASS 1: How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
- exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
- examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D’harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three)
- HASS 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
- HASS 2: Pose questions about past and present objects, people, places and events (ACHASSI034)
- developing how, when, where, why questions at the start of and during an investigation and then revisiting the questions to check if they have been answered
- developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, ‘Why is it important?’)
- developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)
- posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’
- HASS 2: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- Media F-2: Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
- Visual F-2: Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions
- acknowledging the role of artist and audience as they start to interpret meaning in artworks
- HPE 1-2: Propose a range of alternatives and test their effectiveness when solving movement challenges
(ACPMP031)
- predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
Elaborations only
- English 1: Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
- sharing favourite texts and authors and some reasons for preferences
- English 1: Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
- learning the difference between questions and statements, requests and commands
- English 1: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- taking turns, asking and answering questions and attempting to involve others in discussions
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- predicting, asking and answering questions as they read, and summarising and reviewing meaning
- Science 1: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
- jointly constructing questions about the events and features of the local environment with teacher guidance
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- finding a hidden item using a map or plan that shows its location
- HASS 1: Activities in the local place and reasons for their location (ACHASSK033)
- identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- discussing possible designed solutions based on experience and some research, for example asking adults for advice
- exploring which tools, equipment and techniques to use with selected materials
- DT F-2: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
- recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
- discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss
- sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
- HPE 1-2: Identify rules and fair play when participating in physical activities (ACPMP032)
- explaining why rules are needed in games and physical activities
- HPE 1-2: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
- comparing different types of movements and identifying which ones are easier and harder and why this might be the case
Level 3: pose questions to expand their knowledge about the world
Content descriptions
- English 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among Year 3 students in our class?’)
- Maths 4: Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
- Science 3: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
- jointly constructing questions that may form the basis for investigation
- Science 4: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
- HASS 3: Pose questions to investigate people, events, places and issues (ACHASSI052)
- posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community (‘Who?’, ‘What?’, ‘When?’, ‘Where?’, ‘Why?’)
- developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions or other questions about ethical behaviour, sustainability and preferred futures)
- asking key questions when investigating a topic (for example, questions such as ‘How did people settle?’, ‘Who were they?’, ‘Why did they come to the area?’ when researching the establishment of a local community) and probing questions during an investigation (for example, ‘Why is that so?’, ‘What else do we need to know?’)
- posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)
- HASS 3: How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
- exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community (for example, transport, entertainment, the natural and built environment, technology) has changed over time (for example, from the time of European settlement to the present day)
- HASS 3: The importance of making decisions democratically (ACHASSK070)
- making a decision as a class by allowing everyone to have a say and a vote
- HASS 3: Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
- developing and justifying a set of fair rules and consequences for the class
- identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
- considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
- discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules
- exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)
- HASS 3: Why people participate within communities and how students can actively participate and contribute (ACHASSK072)
- investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)
- HASS 4: Pose questions to investigate people, events, places and issues (ACHASSI073)
- asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)
- developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present
- generating a range of questions (for example, evaluation questions, reflecting questions) about contemporary issues reported in the media
- discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’
- HASS 4: The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)
- distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)
- HASS 4: The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- HPE 3-4: Explore how success, challenge and failure strengthen identities
(ACPPS033)
- suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
- talking about how overcoming a challenge or adversity can unite a group of diverse people
- HPE 3-4: Investigate how emotional responses vary in depth and strength (ACPPS038)
- analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
Elaborations only
- English 3: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
- exploring texts that highlight issues and problems in making moral decisions and discussing these with others
- English 3: Identify the point of view in a text and suggest alternative points of view
(ACELY1675)
- speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
(ACELY1680)
- making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification
- English 3: Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
- identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- asking and answering questions
- English 4: Discuss literary experiences with others, sharing responses and expressing a point of view
(ACELT1603)
- drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: ‘Do I recognise this in my own world?’; ‘How is this text similar to or different from other texts I’ve read?’; ‘How common is it to human experience in the real world?’; ‘What new ideas does it bring?’; ’How do they fit with what I believe?’
- Maths 4: Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
- suggesting questions that can be answered by a given data display and using the display to answer questions
- HASS 3: Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
- identifying and discussing the historical origins of an important Australian celebration or commemoration
- examining the symbolism of flags (for example, the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example, all three flags are flown during NAIDOC Week, National Reconciliation Week, National Sorry Day and Mabo Day) and the roles, rights and responsibilities the community has when observing protocols around flag flying
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)
- HASS 4: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)
- identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery
- investigating what motivated countries to explore and colonise
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and why
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
- HPE 3-4: Identify and practise strategies to promote health, safety and wellbeing
(ACPPS036)
- proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
- exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- posing questions to others as a strategy for solving movement challenges
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- using a surface dive and propelling the body underwater to recover an object
- HPE 3-4: Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
- collaborating to decide rules for a new game
Level 4: pose questions to clarify and interpret information and probe for causes and consequences
Content descriptions
- Maths 5: Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time
- Science 5: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- exploring the range of questions that can be asked about a problem or phenomena and with guidance, identifying those questions that could be investigated
- Science 5: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
- Science 6: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- refining questions to enable scientific investigation
- asking questions to understand the scope or nature of a problem
- Science 6: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
- HASS 5: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- asking questions before, during and after an investigation to frame and guide the stages of an inquiry
- developing different types of questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours)
- developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, ‘What resources do we need to conduct this project?’)
- HASS 5: How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
- discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)
- HASS 6: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
- generating appropriate questions before, during and after an investigation to frame and guide the stages of the inquiry
- developing different types of research questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours, ethical questions regarding sensitivities and cultural protocols)
- mind-mapping a concept to create research questions that reveal connections between economic, political, and/or environmental systems (for example, ‘How does shipping connect Asia and Australia?’, ‘What is ship ballast?’, ‘How does ballast water in modern ships affect local waters?’, ‘Where in Australia has ballast water been an issue?’, ‘What are the economic and environmental impacts of ballast water?’, ‘What is Australia’s role in managing world ballast water regulation?’)
- developing questions to guide the identification and location of useful sources for an inquiry or an enterprise project
- HASS 6: How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
Elaborations only
- English 5: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view
(ACELY1699)
- asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
- recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- asking and answering questions
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions
- Science 6: Changes to materials can be reversible or irreversible (ACSSU095)
- investigate reversible changes such as melting, freezing and evaporating
- HASS 5: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI095)
- conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in a planning or environmental dispute)
- finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of people
- HASS 5: The key values that underpin Australia’s democracy
(ACHASSK115)
- discussing the meaning of democracy
- HASS 6: Key figures, events and ideas that led to Australia’s Federation and Constitution
(ACHASSK134)
- studying Australia’s path to Federation through an examination of key people (for example, Henry Parkes, Edmund Barton, George Reid, John Quick) and events (for example, the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies between 1898 and 1900)
- comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
- identifying key elements of Australia’s system of law and government and their origins (for example, the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses of parliament; how laws are made)
- HASS 6: Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
- investigating the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
- investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (for example, Jack Patten or the Aborigines Progressive Association)
- investigating the experiences of democracy and citizenship of women (for example, the suffragette movement, the bar on married women working, equal pay, the
- investigating the experiences of democracy and citizenship of migrant groups (for example, White Australia Policy, internment camps during World War II, assimilation policies, anti-discrimination legislation, multiculturalism, Reconciliation, mandatory detention, pay and working conditions)
- investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example, their food and shelter, protection, education and contacts with family)
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- comparing push and pull factors that have contributed to people migrating to Australia (for example, economic migrants and political refugees) from a range of places
- HASS 6: The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)
- considering the contribution of groups and organisations in the development of Australia in the twentieth century (for example, the CSIRO, environmental action groups, farming cooperatives)
- HASS 6: The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138)
- exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
- HASS 6: The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
- identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration on the Rights of Indigenous Peoples
- investigating sustainability of the environments in which many indigenous peoples have lived sustainably over time
- HASS 6: The effect that consumer and financial decisions can have on the individual, the broader community and the environment
(ACHASSK150)
- investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)
- HASS 6: The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)
- identifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways that goods and services are provided to people such as through shopping centres, local markets, online, small independent stores, remote community stores
- HASS 6: The key institutions of Australia’s democratic system of government and how it is based on the Westminster system
(ACHASSK143)
- explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government
- recognising the importance of the Westminster system and the Magna Carta in influencing Australia’s parliamentary government
- HASS 6: The responsibilities of electors and representatives in Australia’s democracy
(ACHASSK145)
- considering the responsibilities of electors (for example, enrolling to vote, being informed and voting responsibly)
- HASS 6: Where ideas for new laws can come from and how they become law
(ACHASSK146)
- exploring how bills are debated and scrutinised (for example, the role of parliamentary committees and the ability of citizens to make submissions to these committees)
- identifying the role of the Executive in relation to the development of policies and the introduction of bills, including the role of Cabinet in approving the drafting of a bill and the role of the public service in drafting and implementing legislation
- HASS 6: The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)
- investigating how people become Australian citizens
- clarifying the formal rights and responsibilities of Australian citizenship and comparing these to the rights and responsibilities of non-citizens
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- proposing and implementing opportunities to increase their physical activity levels at school and at home
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- proposing and implementing actions and protective behaviours that promote safe participation in physical activities
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community
(ACPPS060)
- proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: pose questions to probe assumptions and investigate complex issues
Content descriptions
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- HASS 7: Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges (ACHASSI152)
- developing and revising questions to frame, guide and redirect geographical, historical and social inquiries or stages of an enterprise project
- developing a range of different types of questions for specific purposes including follow-up questions that deepen understandings (for example, questions to design and revise the stages of an enterprise project, questions to test the validity of assumptions, questions that evaluate decisions and opinions, questions about protocols and sensitivities)
- making propositions to be tested through a research process
- appreciating that there may not be a definitive answer to an inquiry question
- HASS 7: How historians and archaeologists investigate history, including excavation and archival research
(ACHASSK167)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts*
- HASS 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHASSK195)
- HASS 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHASSK197)
- HASS 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHASSK198)
- HASS 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHASSK200)
- HASS 7: Why individuals work, types of work and how people derive an income (ACHASSK202)
- exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- HPE 7-8: Investigate the impact of transition and change on identities
(ACPPS070)
- investigating how changing feelings and attractions are part of developing sexual identities
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- proposing ways to support others who are going through a challenging time
- developing health literacy skills while exploring and evaluating online health information that is aimed at assisting young people to address health issues
- HPE 7-8: Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion (ACDSEH038)
- Hist 7: Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
- Hist 7: Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
- posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
- identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
- Hist 8: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)
- Hist 8: When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions on an area of focus in the geographical knowledge and understanding strand (for example, about types of landforms or reasons for urban settlements)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the causes and consequences of urbanisation)
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, urbanisation)
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- C&C 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- C&C 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052)
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- C&C 7: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS054)
- developing a key question such as ‘How does the law protect all individuals?’ and related questions to inform the investigation (for example, ‘What is the presumption of innocence?’)
- C&C 8: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS068)
- developing complex and open-ended questions to explore a civics or citizenship topic such as ‘freedoms’ (for example, ‘What do our freedoms mean in practice?’ and ‘What do you consider to be the most important freedom?’)
- E&B 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- developing questions to form the basis of an economic or business investigation (for example, ‘Why do people work?’, ‘Why is it important to plan ways to achieve personal financial objectives?’, ‘Why are consumers and producers reliant on each other?’, ‘How can a business achieve success in the market?’)
- E&B 8: The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
- identifying reasons government intervenes in the market (for example, to improve economic performance and remedy market failure)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- developing targeted questions to form the basis of an investigation of an economic or business issue or event (for example, ‘How are the prices of products determined through the interaction of participants in the market?’, ‘How should a business respond to an opportunity in the Australian market?’, ‘How are consumers’ rights and responsibilities protected when they make purchasing decisions?’)
Elaborations only
- English 7: Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)
- defending points of view in reading circle discussions
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, asking questions about stated and implied ideas, and restating and summarising main ideas
- Maths 8: Describe events using language of ‘at least’, exclusive ‘or’ (A or B but not both), inclusive ‘or’ (A or B or both) and ‘and’. (ACMSP205)
- posing ‘and’, ‘or’ and ‘not’ probability questions about objects or people
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)
- compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of an environmental issue (for example, recorded observations, annotated field sketches, surveys, interviews, and photographs of changes or events)
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes
- HASS 7: Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion
(ACHASSK173)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHASSK196)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- HASS 7: Characteristics of entrepreneurs and successful businesses (ACHASSK201)
- investigating well-known or familiar successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, innovation and enterprise)
- observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- discussing and documenting their choices of representation to strengthen meaning in their media artworks
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- investigating the time needed for each step of production
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- discussing policies about the use of information systems in a range of settings, for example using mobile phones for learning and accessing social media websites at school
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- recognising and interpreting emotional responses to stressful situations and proposing strategies for managing these responses
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- explaining how individual or team performance has improved through modifications to effort, space and time
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: Identify the origin and purpose of primary and secondary sources
(ACHHS209)
- responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 8: Identify and locate relevant sources, using ICT and other methods (ACHHS151)
- compiling a list of different sources needed in an inquiry and their possible locations
- Hist 8: Identify the origin and purpose of primary and secondary sources
(ACHHS152)
- explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- examining the role transport plays in people’s ability to access services and participate in activities in the local area
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
- presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- examining the effects of mining and quarrying, and urban development, on landscape quality
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including traditional owners, with an interest in its use or protection
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- generating ideas on how to decentralise Australia’s urban population using Canberra as an example
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
- presenting a report, supported by spatial technologies, to communicate a reasoned argument (for example, to advocate for actions to ensure that landscapes and seascapes can be managed sustainably for use by future generations)
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- C&C 8: How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)
- discussing examples of recent laws passed through parliaments that enact government policy
- C&C 8: Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
- investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
- examining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander Peoples and other Australians
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating how consumers rely on businesses to meet their needs and wants
- exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
- investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- interpreting tables, charts and graphs containing economic or business data to identify trends (for example, to answer the question: ‘To what extent has the number of people in casual work increased?’)
- E&B 7: Characteristics of entrepreneurs and successful businesses (ACHEK019)
- investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and enterprise)
- E&B 8: The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
- investigating the innovative ways Aboriginal and Torres Strait Islander Peoples utilise their cultural knowledge in contemporary contexts in enterprising ways (for example, cultural tourism and other business ventures that harness traditional knowledge of art, medicines and food derived from the environment)
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes, casualisation of the workforce
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- accessing reliable information (for example, from departments of fair trading) to access advice on the rights and responsibilities of consumers and businesses, or finding information on strategies to resolve consumer and business disputes
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- investigating the ways the rights of consumers are protected through the law (for example, warranties, cooling off periods)
Level 6: pose questions to critically analyse complex issues and abstract ideas
Content descriptions
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified
- Science 10: Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
- formulating questions that can be investigated within the scope of the classroom or field with available resources
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- investigating the interdependence of plants and animals in food and fibre production
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- investigating the operation and use of robotic process control systems
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating the characteristics of positive, respectful relationships and the rights and ethical responsibilities of individuals in relationships
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- developing questions about aspects of the past that require historical argument
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- developing questions about aspects of the past that require historical argument
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Geo 9: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the connections between people and places)
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions related to the causes of environmental change or the extent of variation in global wellbeing)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the reasons for and types of variation in human wellbeing in one country)
- planning methods of data collection to answer inquiry questions and evaluating questions for their geographical significance
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- critically analysing text and images for their meaning and significance
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- investigating why a particular group advocates for change (for example, in relation to gender equity)
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- selecting key questions to investigate an aspect of Australia’s political and legal systems (for example, the role of juries)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- E&B 9: Why and how participants in the global economy are dependent on each other (ACHEK039)
- investigating the activities of transnational corporations in supply chains and global business activities
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds)
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- investigating the different strategies businesses use to create competitive advantage (for example, research and development, offering a lower-cost product, or by implementing efficient internal operations strategies)
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- investigating economic performance and living standards and discussing how they can mean different things to different people and countries
- investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
- investigating the ways in which income and wealth are distributed in the economy, using measures such as an income distribution histogram, the Lorenz curve or the Gini coefficient
- E&B 10: The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- identifying ethical and unethical workplace practices and investigating the impact of these practices on individuals
- investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their workforce to improve productivity)
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
Elaborations only
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, abilities, gender, sexuality, food, physical activity, sexual health, drugs and/or risk-taking behaviours
- analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- critically analysing messages about being male or female in popular culture and considering the impact these might have on individual and community health and wellbeing
- critiquing media representations of diverse people and analysing what makes (or could make) the representations inclusive
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- investigating the impact of performance-enhancing drugs on individuals and sporting codes
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- using knowledge of results feedback to support another student in performing a skill with greater accuracy or control
- Hist 9: The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019)
- explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
- Hist 9: The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087)
- explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book
- Hist 9: The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088)
- assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Use historical terms and concepts (ACHHS165)
- discussing the contestability of particular historical terms such as ‘settlement’, ‘invasion’ and ‘colonisation’ in the context of Australia’s history
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- using online conferencing and other forms of ICT to discuss historical questions and issues
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
- Hist 10: Identify and locate relevant sources, using ICT and other methods (ACHHS186)
- recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for ‘significance of Kokoda’)
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Geo 9: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
- examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
- researching the potential of agricultural production in northern Australia
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- examining how information and communication technologies have made it possible for places (for example, in India and the Philippines) to provide a range of global business services
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- examining tourism, students and retirees as sources of income for some places
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- discussing the concept of sustainability in relation to environmental functions
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- discussing the influence of people’s world views on programs for the management of the environmental change being investigated
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
- debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- C&C 9: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
- analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness
- investigating a human rights campaign that uses social media and how members of the public have engaged in the issue
- C&C 9: How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
- examining stories of how Australian citizens’ perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
- examining forms of global connectedness such as digital technology, arts, trade, language learning, employment, travel and immigration
- debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
- C&C 10: The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- conducting an opinion poll using information technologies and analysing the results
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- explaining the impact of global events on the Australian economy and its trade and investment relations with other countries (for example, a natural disaster in a country of the Asia region)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- deciding on a potential major purchase (for example, a car, investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt)
- E&B 10: Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
- investigating the performance of the Australian economy using key indicators and explaining fluctuations using phases of the business cycle
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum
Identify and clarify information and ideas
Level 2: identify and explore information and ideas from source materials
Content descriptions
- English 1: Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)
- extending students’ vocabularies for the expression of feelings and emotions
- considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
- English 1: Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
- knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
- understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example ‘A kangaroo is a mammal. A mammal suckles its young’)
- English 1: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
- learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs
- English 1: Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
- talking about what is ‘real’ and what is imagined in texts, for example ‘This is the section about platypuses in the book about mammals’
- English 1: Discuss how authors create characters using language and images (ACELT1581)
- identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts
- identifying how spiritual beings are represented in Aboriginal and Torres Strait Islander stories
- identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous
- discussing the characters of fictional animals and how they relate to those of humans
- English 1: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
- discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
- comparing characters and events in texts to students’ own experiences
- English 1: Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
- sharing favourite texts and authors and some reasons for preferences
- discussing different texts and considering what is entertaining or appealing and why
- identifying who is telling the story in different texts
- English 1: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
- examining different types of literature including traditional tales, humorous stories and poetry
- discussing similarities and differences between texts ( for example features of main characters in different stories)
- discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
- discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
- English 1: Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
- exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures
- English 1: Respond to texts drawn from a range of cultures and experiences (ACELY1655)
- exploring some of the meanings and teachings embedded in Dreaming stories
- using drawing and writing to depict and comment on people and places beyond their immediate experience
- English 1: Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
- participating in informal and structured class, group and pair discussions about content area topics, ideas and information
- learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
- formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
- English 1: Describe some differences between imaginative informative and persuasive texts (ACELY1658)
- comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
- selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum
- English 1: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
(ACELY1660)
- using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
- making connections between the text and students’ own experiences, and between information in print and images
- finding key information in a text
- making inferences about characters’ feelings and motives
- building knowledge about the topic of the text and learning new vocabulary before and during reading
- making predictions from the cover, from illustrations and at points in the text before reading on
- retelling the events or key information in the text orally, in writing and/or through digital or arts media
- English 1: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
- referring to learned knowledge of text structure and grammar when creating a new text
- applying new vocabulary appropriately in creating text
- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
- English 1: Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
- adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
- reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks
- checking for inclusion of capital letters and full stops
- identifying words which might not be spelt correctly
- beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
- English 1: Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
- creating digital images and composing a story or information sequence on screen using images and captions
- adding images to digital written communications such as emails with pictures of self, classmates or location
- English 2: Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
- comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators
- English 2: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
- exploring iconography of Aboriginal and Torres Strait Islander cultures
- recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
- discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
- English 2: Compare opinions about characters, events and settings in and between texts (ACELT1589)
- discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences
- connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
- drawing, writing and using digital technologies to capture and communicate favourite characters and events
- English 2: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
- describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
- describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
- identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
- investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
- comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view
- English 2: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
- exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
- learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures
- English 2: Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
- comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences
- English 2: Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
- using spoken language for problem solving, and exploring ideas and concepts
- listening for specific information and providing two or more key facts from an informative text spoken or read aloud
- listening to, remembering and responding to detailed instructions
- English 2: Identify the audience of imaginative, informative and persuasive texts (ACELY1668)
- identifying the main purpose of a text, including whether the author wants to entertain, explain or persuade and considering how audiences might respond to those texts
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
- making connections between information in print and images
- building on and using prior knowledge and vocabulary
- making valid inferences using information in a text and students’ own prior knowledge
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- sequencing content according to text structure
- using appropriate simple and compound sentence to express and combine ideas
- using vocabulary, including technical vocabulary, appropriate to text type and purpose
- English 2: Re-read and edit text for spelling, sentence-boundary punctuation and text structure
(ACELY1672)
- reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
- checking spelling using a dictionary
- checking for inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops, question marks and exclamation marks
- making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
- English 2: Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
- experimenting with and combining elements of software programs to create texts
- Maths 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
(ACMNA015)
- developing a range of mental strategies for addition and subtraction problems
- Maths 1: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
- focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- Maths 1: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
- understanding one-to-one correspondence
- describing displays by identifying categories with the greatest or least number of objects
- Maths 2: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
- recognising patterns in number sequences, such as adding 10 always results in the same final digit
- Maths 2: Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
- demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning
- Maths 2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
- becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10
- modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines
- Maths 2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
- identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
- Maths 2: Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
- recognising that sets of objects can be partitioned in different ways to demonstrate fractions
- relating the number of parts to the size of a fraction
- Maths 2: Describe patterns with numbers and identify missing elements (ACMNA035)
- describing a pattern created by skip counting and representing the pattern on a number line
- investigating features of number patterns resulting from adding twos, fives or 10s
- Maths 2: Solve problems by using number sentences for addition or subtraction (ACMNA036)
- Maths 2: Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
- Maths 2: Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)
- understanding that objects can be moved but changing position does not alter an object’s size or features
- Maths 2: Identify and describe half and quarter turns (ACMMG046)
- predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern
- Maths 2: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
- classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning
- Maths 2: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
- determining the variety of birdlife in the playground and using a prepared table to record observations
- Maths 2: Collect, check and classify data
(ACMSP049)
- recognising the usefulness of tally marks
- identifying categories of data and using them to sort data
- Maths 2: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
- comparing the usefulness of different data displays
- Science 1: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
- using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
- Science 1: Participate in guided investigations to explore and answer questions (ACSIS025)
- manipulating objects and making observations of what happens
- researching ideas collaboratively using big books, web pages and ICT within the classroom
- sorting information and classifying objects based on easily observable characteristics with teacher guidance
- Science 1: Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS026)
- using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and record observations with teacher guidance
- Science 2: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
- using the senses to explore the local environment to pose interesting questions, make inferences and predictions
- Science 2: Participate in guided investigations to explore and answer questions (ACSIS038)
- manipulating objects and materials and making observations of the results
- researching with the use of simple information sources
- sorting objects and events based on easily identified characteristics
- Science 2: Use informal measurements to collect and record observations, using digital technologies as appropriate (ACSIS039)
- using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and compare observations
- HASS 1: Pose questions about past and present objects, people, places and events (ACHASSI018)
- preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value
- collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ questions
- HASS 1: Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
- exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)
- gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)
- using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and how they have changed over time, including places with largely natural features and those with largely constructed features
- gathering information about the weather and seasons from the media, their own observations and from stories (for example, Aboriginal and Torres Strait Islander stories)
- HASS 1: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
- creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)
- making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) and labelling the display with simple captions
- recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity spaces)
- developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
- HASS 1: Explore a point of view
(ACHASSI022)
- comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)
- sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured
- HASS 1: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
- identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)
- using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
- exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed
- categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)
- using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions
- finding a hidden item using a map or plan that shows its location
- HASS 1: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
- using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
- making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
- imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
- HASS 1: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
- comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blended)
- examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work outside the home, child care, gender roles, children’s responsibilities, pocket money)
- HASS 1: How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
- predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’, ‘then’, ‘a long time ago’, and ‘then and now’
- exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
- identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to students’ cultural backgrounds
- examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D’harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three)
- HASS 1: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
- comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
- comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)
- HASS 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
- using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map
- recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place
- using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)
- describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
- HASS 1: The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
- describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
- comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe
- HASS 1: Activities in the local place and reasons for their location (ACHASSK033)
- identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are
- identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities
- exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)
- describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)
- HASS 2: Pose questions about past and present objects, people, places and events (ACHASSI034)
- developing how, when, where, why questions at the start of and during an investigation and then revisiting the questions to check if they have been answered
- developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, ‘Why is it important?’)
- developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)
- posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’
- HASS 2: Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
- identifying information in sources relevant to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online) and sources relevant to learning about places (satellite images, globes, diagrams, measurements, field photographs)
- locating historical evidence of the local community’s past (for example, place and street names that commemorate people, monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains)
- surveying peers to discover how they are connected to people in other places in Australia and the world, or to find out how frequently they visit places and for what purpose
- exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations
- HASS 2: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
- sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
- creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified
- locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
- making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features
- HASS 2: Explore a point of view
(ACHASSI038)
- discussing why some places are considered special or significant by others (for example, by parents, Aboriginal or Torres Strait Islander Peoples, their grandparents or familiar elders their friends, returned soldiers, wildlife workers)
- examining the points of view of older generations about changes over time (for example, changes to the natural or built environment, changes to daily living)
- listening to different stories (for example, Dreaming and Creation stories) about reasons for the change of seasons or about how natural features of Earth were created
- HASS 2: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
- comparing places that differ over time or across location (for example, climate, natural environment, plants, animals, people’s home)
- identifying how objects and activities are similar or different depending on conditions in local and distant places (for example, clothes, transport, technology)
- identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)
- examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, types of work, the roles of men, women, boys and girls)
- HASS 2: Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
- interpreting distance on maps using terms such as ‘metres’, ‘distant’, ‘close’, ‘local’, ‘many hours in a bus/car/plane’, ‘walking distance’ to decide on the accessibility of different features and places
- interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
- interpreting symbols and codes that provide information (for example, map legends)
- explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)
- HASS 2: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
- drawing conclusions about how traditional Aboriginal and Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods and ideas across the continent and its islands)
- making generalisations from data showing patterns and relationships (for example, the relationship between the distance of places and the frequency of visits to them; between rubbish in the school and eating areas; between marine animals and where human rubbish may go; between climate zones and clothing or housing)
- discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious and social figures)
- HASS 2: The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)
- suggesting reasons for the location of a local landmark (for example, community building, landmark or war memorial) before searching for resources that provide an explanation
- investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these reveal about the past
- HASS 2: The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)
- discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)
- identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, natural sites or features such as the Birrigai rock shelter, creeks or mountains)
- identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)
- HASS 2: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
- examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example, changes to land, air and sea transport; the move from wood-fired stoves to gas/electrical appliances; the introduction of transistors, television, FM radio and digital technologies; how people shopped and what they liked to buy, changes in the nature of waste and how waste is managed)
- identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced
- examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)
- creating models of toys used by children who lived when electricity was not available
- identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes
- HASS 2: The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
- examining the names of features and places in the local area, the meaning of these names and why they were chosen
- investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples
- describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)
- HASS 2: The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
(ACHASSK049)
- explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)
- discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)
- describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources
- HASS 2: The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)
- examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, or through environmental practices such as where their waste ends up and its effect on people there)
- exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)
- HASS 2: The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)
- investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons
- suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern
- investigating how people’s connections with places are affected by transport and information and telecommunications technologies
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
- Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?
- exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories
- experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics
- taking photos or videoing dance sequences to view and extend their dance ideas
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- identifying where they might experience dance in their lives and communities, for example, considering how dance sustains and communicates cultural knowledge
- recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people
- exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel
- recognising patterns of movement in dances they make, perform and view using their own words and learnt dance terminology
- Drama F-2: Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
- taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
- taking turns in offering and accepting ideas, and staying in role in short improvisations
- exploring possibilities for role and situation when participating in whole group teacher-led process drama and roleplay
- taking photos or videoing drama they devise to view and extend their drama ideas
- Considering viewpoints – forms and elements: For example – How did the performers use their voices? What sort of movements did the performers use? What voice and movement have you noticed in others’ performances that you might consider in making your own drama and why?
- Drama F-2: Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
- identifying where they might see and hear drama in their lives and community, for example, sharing experiences of attending drama performances or taking part in drama in their community, and considering how drama sustains and communicates cultural knowledge
- talking about how voices, movement and space are used in drama they make and see
- connecting to and sharing drama experiences through available digital access
- recognising that drama can show that people have different feelings about the world based on their experiences of the environment and other people
- Considering viewpoints – societies and cultures: For example – Why are these people making drama? Where are they making drama?
- Media F-2: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
- exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
- experimenting with image, for example, retelling a story of the school day in a series of captioned images
- experimenting with technologies to capture images, sounds and text
- exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class news bulletin.
- creating, rehearsing and recording a radio play and seeking permission to share it with another class
- producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using cameras in the room
- Media F-2: Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
- identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks sustain and communicate cultural knowledge
- identifying interests and preferences in media artworks they make and view
- identifying features in media artworks, such as shot types, for example, long shot, mid shot and close-up, and discussing what the shots tell the audience about the story
- discussing the roles of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and text in media artworks
- Music F-2: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
- matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
- imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing
- using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
- recording music ideas using technologies and graphic notation
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns
- Considering viewpoints – forms and elements: For example – What sounds or musical phrases are in my composition? What instruments were used in the music and how was their sound different? How was their sound made?
- improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
- improvising with voices and sound sources to express actions, thoughts and feelings
- recording music using notation and technologies so others can read the notation and listen to the recording
- creating and improvising music using technologies
- Music F-2: Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
- identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates cultural knowledge
- Considering viewpoints – societies and cultures: For example – Where is this music from and why was it made?
- identifying the roles of an active performer and a reflective listener
- sharing constructive observations about music from a range of cultures as a performer and audience member
- describing shapes, patterns, form or mood of pieces of music using their own words and learnt music terminology
- listening to and talking about music and musical instruments from different contexts and cultures
- Visual F-2: Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106)
- trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
- Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?
- identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
- Visual F-2: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
- comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
- Visual F-2: Create and display artworks to communicate ideas to an audience
(ACAVAM108)
- sharing ideas with their classmates about the representational choices they made in their artwork
- talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
- Considering viewpoints – meanings and interpretations: For example – What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or meaning?
- making a decision about how to display their artwork to share their ideas
- Visual F-2: Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and combining to create a class list and then discussing how visual artworks sustain and communicate cultural knowledge
- Considering viewpoints – societies and cultures: For example – Where is this artwork from and why was it made? Who made the artworks? Where and how are they displayed?
- describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions
- acknowledging the role of artist and audience as they start to interpret meaning in artworks
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
- asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
- making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
- exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
- D&T F-2: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating
(ACTDEK003)
- exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have
- identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers
- considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures and preparing and cooking food from recipes
- identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating
- exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment
- exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
- developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
- exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
- exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
- exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters
- experimenting with techniques to combine or alter materials to satisfy a function
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
- exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote future good health
- discussing possible designed solutions based on experience and some research, for example asking adults for advice
- considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
- exploring which tools, equipment and techniques to use with selected materials
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
- communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
- describing how design ideas meet the needs of those who will use the solution
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
(ACTDEP008)
- developing criteria for success with teacher guidance including consideration of impact on environment
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- reflecting on the processes and challenges of designing and producing a solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
- suggesting areas for design improvement
- D&T F-2: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
- checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment
- using lists or storyboarding when planning and making, for example when planning an electronic planting calendar
- recording the procedure for making a product, for example a recipe or instructions for making a container
- identifying roles for each member of a group when working collaboratively
- DT F-2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
- playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
- exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data
- exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images
- recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
- recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
- constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
- making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
- experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
- exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
- DT F-2: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account cultural considerations such as awareness of appropriate use of images and audio recordings of deceased persons
- exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
- exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
- using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- writing and entering a simple set of instructions jointly to sequence events and instructions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
- presenting a sequence of instructions or events in a series of slides or screens with text and pictures
- recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered
- following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion
- DT F-2: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
- sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
- recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
- recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
- discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss
- sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago
- HPE 1-2: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities
(ACPPS015)
- describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities
- accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess
- HPE 1-2: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
- identifying and describing significant relationships in their lives and how these have evolved or changed over time
- discussing ways families and cultural groups acknowledge and celebrate major stages of development
- discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger
- HPE 1-2: Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
- identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses
- predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
- identifying advertisements they have encountered that contain health messages
- identifying popular health slogans and discussing the behaviours these slogans are encouraging
- creating their own positive health message and sharing it with the class
- HPE 1-2: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
- exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class
- HPE 1-2: Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
- examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different
- discussing practices of their own culture used to pass on significant information from one generation to the next
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
- HPE 1-2: Propose a range of alternatives and test their effectiveness when solving movement challenges
(ACPMP031)
- predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
- reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully
- HPE 1-2: Identify rules and fair play when participating in physical activities (ACPMP032)
- explaining why rules are needed in games and physical activities
Elaborations only
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
- writing character descriptions drawn from illustrations in stories
- retelling key events in stories using oral language, arts, digital technologies and performance media
- English 1: Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others (ACELA1443)
- recognising how and where signs and symbols are used and placed in students’ school and community
- learning some signs in Auslan and finding out about ‘Hear a Book’ and Braille technologies for hearing and visually impaired people
- English 1: Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
- recognising the effect of words, symbols, gestures and body language on the way communications are received by others
- English 1: Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
- learning the difference between questions and statements, requests and commands
- learning about the difference between closed questions, for example ‘Are you ready?’, ‘Did they enjoy their holidays?’ and open questions, for example ‘What made this text so exciting?’
- English 1: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
- discussing and comparing the purposes of familiar texts drawn from local contexts and interests
- becoming familiar with the typical stages of types of text including recount and procedure
- English 1: Understand patterns of repetition and contrast in simple texts (ACELA1448)
- discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry
- English 1: Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
- using intonation and pauses in response to punctuation when reading
- reading texts and identifying different sentence-level punctuation
- writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
- English 1: Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
- learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts
- English 1: Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
- learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
- English 1: Recognise and know how to use simple grammatical morphemes to create word families (ACELA1455)
- using morphemes to read words, for example by recognising the base word in words such as ‘walk-ed’
- English 1: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- identifying turn-taking patterns in group and pair work (for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions, providing useful feedback, prompting, checking understanding, ‘sharing the talking space’)
- participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others
- demonstrating active listening behaviour and responding to what others say in pair, group and class discussions
- experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems
- English 1: Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
- providing simple explanations about how to do or make something
- giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
- English 1: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)
- using contextual and semantic knowledge to make predictions about a text’s purpose and content
- combining knowledge of context, meaning, grammar and phonics to decode text
- recognising most high frequency sight words when reading text
- English 2: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- telling known stories from a different point of view
- orally, in writing or using digital media, constructing a sequel to a known story
- English 2: Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
- adjusting presentation for different audiences
- preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
- listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic
- English 2: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
- identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
- recognising some phrases in the languages of the class and community, for example greetings and expressions of politeness
- English 2: Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
(ACELA1461)
- exploring how terms of address are used to signal different kinds of relationships
- exploring the differences between giving a presentation and talking to friends
- exploring culturally specific greetings and expressions of politeness
- English 2: Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)
- exploring how language is used to express feelings including learning vocabulary to express a gradation of feeling, for example ‘happy’, ‘joyful’, ‘pleased’, ‘contented’
- exploring in stories, everyday and media texts moral and social dilemmas; such as right and wrong, fairness/unfairness, inclusion and exclusion; learning to use language to describe actions and consider consequences
- exploring how language is used to construct characters and settings in narratives, including choice of nouns such as ‘girl’, ‘princess’ or ‘orphan’, and choice of adjectives such as ‘gentle’, ‘timid’ or ‘frightened’
- English 2: Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1463)
- identifying the topic and type of a text through its visual presentation, for example cover design, packaging, title/subtitle and images
- becoming familiar with the typical stages of text types, for example simple narratives, instructions and expositions
- English 2: Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms (ACELA1464)
- exploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissimilar things
- mapping examples of word associations in texts, for example words that refer to the main character
- English 2: Know some features of text organisation including page and screen layouts, alphabetical order, and different types of diagrams, for example timelines (ACELA1466)
- recognising how chapters and table of contents, alphabetical order of index and glossary operate to guide access to information
- learning about features of screen texts including menu buttons, drop down menus, links and live connections
- English 2: Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses usually linked by a coordinating conjunction
(ACELA1467)
- learning how to express ideas using compound sentences
- learning how to join simple sentences with conjunctions, for example ‘and’, ‘but’ or ‘so’, to construct compound sentences
- English 2: Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)
- exploring texts and identifying nouns that refer to characters, elements of the setting, and ideas
- exploring illustrations and noun groups/phrases in picture books to identify how the participants have been represented by an illustrator
- exploring names of people and places and how to write them using capital letters
- building extended noun groups/phrases that provide a clear description of an item
- English 2: Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
- interpreting new terminology drawing on prior knowledge, analogies and connections with known words
- English 2: Build morphemic word families using knowledge of prefixes and suffixes (ACELA1472)
- discussing how a prefix or suffix affects meaning, for example in the word ‘paint-er’ the suffix ‘er’ means ‘one who’, so a painter is ‘one who paints’
- English 2: Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds (ACELA1823)
- using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘sometimes’, ‘something’ and ‘anything’
- using known words in writing and spelling unknown words using morphemic knowledge of letter patterns and morphemes, for example the words ‘one’, ‘once’, ‘only’ and ‘lone’
- English 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
- discussing appropriate conventions to use in group discussions
- exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’
- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
- demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities
- asking relevant questions and making connections with personal experiences and the contributions of others
- brainstorming topics, contributing ideas and acknowledging the ideas of others
- understanding how to disagree with a point of view or offer an alternative idea courteously
- experimenting with presentation strategies such as pitch, volume and intonation
- English 2: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
- using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
- using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
- using knowledge of sound–letter relationships and high frequency sight words when decoding text
- monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
- using grammar and meaning to read aloud with fluency and intonation
- Maths 1: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
(ACMNA013)
- identifying numbers that are represented on a number line and placing numbers on a prepared number line
- Maths 1: Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)
- splitting an object into two equal pieces and describing how the pieces are equal
- Maths 1: Recognise, describe and order Australian coins according to their value (ACMNA017)
- showing that coins are different in other countries by comparing Asian coins to Australian coins
- describing the features of coins that make it possible to identify them
- Maths 1: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)
- using place-value patterns beyond the teens to generalise the number sequence and predict the next number
- investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
- Maths 1: Measure and compare the lengths and capacities of pairs of objects using uniform informal units (ACMMG019)
- understanding that in order to compare objects, the unit of measurement must be the same size
- Maths 1: Give and follow directions to familiar locations (ACMMG023)
- interpreting and following directions around familiar locations
- Maths 2: Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
- recognising there are different ways of representing numbers and identifying patterns going beyond 100
- Maths 2: Explore the connection between addition and subtraction (ACMNA029)
- becoming fluent with partitioning numbers to understand the connection between addition and subtraction
- Maths 2: Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
- representing array problems with available materials and explaining reasoning
- Maths 2: Count and order small collections of Australian coins and notes according to their value (ACMNA034)
- identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin
- Maths 2: Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (ACMMG039)
- describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three
- Maths 2: Name and order months and seasons (ACMMG040)
- investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.
- Maths 2: Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
- using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days
- Maths 2: Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
- identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners
- Maths 2: Describe the features of three-dimensional objects (ACMMG043)
- identifying geometric features such as the number of faces, corners or edges
- Science 1: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)
- using matching activities, including identifying similar things, odd-one-out and opposites
- discussing original predictions and, with guidance, comparing these to their observations
- exploring ways of recording and sharing information through class discussion
- Science 1: Compare observations with those of others (ACSIS213)
- discussing observations as a whole class to identify similarities and differences in their observations
- Science 1: Represent and communicate observations and ideas in a variety of ways (ACSIS029)
- engaging in whole class or guided small group discussions to share observations and ideas
- Science 1: Living things have a variety of external features (ACSSU017)
- recognising common features of animals such as head, legs and wings
- describing the use of animal body parts for particular purposes such as moving and feeding
- identifying common features of plants such as leaves and roots
- describing the use of plant parts for particular purposes such as making food and obtaining water
- Science 1: Living things live in different places where their needs are met (ACSSU211)
- exploring different habitats in the local environment such as the beach, bush and backyard
- recognising that different living things live in different places such as land and water
- exploring what happens when habitats change and some living things can no longer have their needs met
- Science 1: Everyday materials can be physically changed in a variety of ways (ACSSU018)
- predicting and comparing how the shapes of objects made from different materials can be physically changed through actions such as bending, stretching and twisting
- exploring how materials such as water, chocolate or play dough change when warmed or cooled
- Science 1: Observable changes occur in the sky and landscape (ACSSU019)
- exploring the local environment to identify and describe natural, managed and constructed features
- recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons
- Science 1: Light and sound are produced by a range of sources and can be sensed (ACSSU020)
- recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations
- identifying the sun as a source of light
- recognising that objects can be seen when light from sources is available to illuminate them
- exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking
- comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound
- Science 1: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE021)
- jointly constructing questions about the events and features of the local environment with teacher guidance
- recognising that descriptions of what we observe are used by people to help identify change
- Science 1: People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
- considering that technologies used by Aboriginal and Torres Strait Islander Peoples require an understanding of how materials can be sustainably sourced to make tools and weapons, musical instruments, clothing, cosmetics and artworks (OI.2, OI.3)
- considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for plants and animals
- exploring how musical instruments can be used to produce different sounds
- comparing how different light sources are used in daily life
- identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals
- Science 2: Compare observations with those of others (ACSIS041)
- discussing observations with other students to see similarities and differences in results
- Science 2: Living things grow, change and have offspring similar to themselves (ACSSU030)
- representing personal growth and changes from birth
- recognising that living things have predictable characteristics at different stages of development
- exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly
- observing that all animals have offspring, usually with two parents
- Science 2: Different materials can be combined for a particular purpose (ACSSU031)
- exploring the local environment to observe a variety of materials, and describing ways in which materials are used
- investigating the effects of mixing materials together
- identifying materials such as paper that can be changed and remade or recycled into new products
- Science 2: Earth’s resources are used in a variety of ways (ACSSU032)
- identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school
- describing how a resource such as water is transferred from its source to its point of use
- identifying actions at school such as turning off dripping taps, that can conserve resources
- Science 2: A push or a pull affects how an object moves or changes shape (ACSSU033)
- exploring ways that objects move on land, through water and in the air
- exploring how different strengths of pushes and pulls affect the movement of objects
- identifying toys from different cultures that use the forces of push or pull
- considering the effects of objects being pulled towards the Earth
- Science 2: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)
- identifying and describing sources of water
- Science 2: People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
- investigating how Aboriginal and Torres Strait Islander Peoples use science to meet their needs, such as food supply (OI.2, OI.3, OI.5)
- monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature
- exploring how different cultures have made inks, pigments and paints by mixing materials
- identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies
- recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources
- HASS 1: Sequence familiar objects and events (ACHASSI021)
- using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
- describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated
- describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it
- discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)
- imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
- HASS 1: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
- creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
- retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs
- using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)
- explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, ‘further’, ‘close to’, ‘before’, ‘after’, ‘here’, ‘there’, ‘at’)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- sharing with their teacher, other students and members of their family what they know and have learnt about connections with other places, and explaining the significance of these connections
- using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it
- HASS 2: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
- conveying information about the past and familiar places by representing ideas in written, spoken, pictorial or performance modes and by creating imaginative responses
- composing reports with multimedia to share findings (for example, findings of a comparison of past and present daily life, a report on how access to and use of a place has changed over time, or recommendations on a building of significance)
- describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts
- using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)
- HASS 2: The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)
- investigating the definition of a continent and the seven-continent and six-continent models
- using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map
- describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far
- Dance F-2: Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)
- Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?
- recognising and accepting a teacher’s or classmates’ constructive feedback
- Dance F-2: Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
- Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?
- exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region
- using expressive skills to engage the audience, for example, looking out to audience and using facial expression
- presenting their dance in a digital format
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- communicating verbally by using the voice to explore and show role and situation
- communicating non-verbally by using facial expression and movement to explore and show role and situation
- manipulating objects, puppets, 2D images and available technologies to create stories
- Drama F-2: Present drama that communicates ideas, including stories from their community, to an audience
(ACADRM029)
- Considering viewpoints – meanings and interpretations: For example – What do you want your audience to think about your drama? What did this drama make you think about? How did you feel when making/watching the drama? evaluations: What did you like best in the drama? Why?
- Media F-2: Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
- experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images
- experimenting with sound recording technology and found objects to create and record sound effects to support a story
- trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story
- Music F-2: Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
- practising techniques for singing songs and playing classroom instruments
- singing and playing music to explore the expressive possibilities of their voices and instruments
- Considering viewpoints – meanings and interpretations: For example – What did this music make you think about and why?
- practising and performing music using accessible technologies
- learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment
- assembling components of systems and checking they function as planned, for example when making a musical instrument
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
- planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
- making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
- participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces
- HPE 1-2: Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
- identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
- HPE 1-2: Recognise situations and opportunities to promote health, safety and wellbeing
(ACPPS018)
- exploring how eating healthy foods can influence health and wellbeing
- exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
- describing actions to stay safe in a range of environments, including water, road, nature and outdoors
- HPE 1-2: Describe ways to include others to make them feel they belong (ACPPS019)
- identifying and appreciating similarities and differences in people and groups
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- performing fundamental movement skills involving controlling objects with equipment and different parts of the body
- demonstrating balances and describing what helps to maintain stable positions
- demonstrating changes in speed, direction and level of movement in response to changes in music tempo
- creating, following, repeating and altering movement sequences and games in response to rhythm, music or words
- HPE 1-2: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
- comparing different types of movements and identifying which ones are easier and harder and why this might be the case
- performing movements under, over, through and between objects, people and equipment
- HPE 1-2: Use strategies to work in group situations when participating in physical activities (ACPMP030)
- suggesting and trialling how a game can be changed so that everyone can be involved
Level 3: identify main ideas and select and clarify information from a range of sources
Content descriptions
- English 3: Identify the features of online texts that enhance navigation (ACELA1790)
- becoming familiar with the typical features of online texts, for example navigation bars and buttons, hyperlinks and sitemaps
- English 3: Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
- noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture
- observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer’s eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
- English 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
- reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities
- exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
- English 3: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
- exploring texts that highlight issues and problems in making moral decisions and discussing these with others
- English 3: Develop criteria for establishing personal preferences for literature (ACELT1598)
- building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
- selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
- English 3: Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
(ACELT1599)
- identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
- discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
- English 3: Identify the point of view in a text and suggest alternative points of view
(ACELY1675)
- discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel
- recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others
- English 3: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
- drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information
- English 3: Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
- analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
- reading text types from a student’s culture to enhance confidence in building reading strategies
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
(ACELY1680)
- making connections between the text and students own experience and other texts
- making connections between the information in print and images
- making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- using text features and search tools to locate information in written and digital texts efficiently
- determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification
- making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
- English 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
- using print and digital resources to gather information about a topic
- selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
- using appropriate simple, compound and complex sentences to express and combine ideas
- using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
- English 3: Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
- using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
- English 3: Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
- using features of relevant technologies to plan, sequence, compose and edit multimodal texts
- English 4: Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
- English 4: Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
(ACELA1793)
- participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
- English 4: Investigate how quoted (direct) and reported (indirect) speech work in different types of text
(ACELA1494)
- investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
(ACELA1496)
- examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
- English 4: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
- commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time
- comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
- English 4: Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas
- English 4: Create literary texts by developing storylines, characters and settings (ACELT1794)
- collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
- English 4: Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
- viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
- English 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
- English 4: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1690)
- describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify with them
- English 4: Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
- reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including self correction strategies such confirming and cross-checking
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- making connections between the text and students’ own experience and other texts
- making connections between information in print and images
- building and using prior knowledge and vocabulary
- finding specific literal information
- finding the main idea of a text
- inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
- bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
(ACELY1694)
- using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
- using appropriate simple, compound and complex sentences to express and combine ideas
- using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)
- English 4: Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
- revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece
- English 4: Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
- identifying and selecting appropriate software programs for constructing text
- Maths 3: Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
- identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
- explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
- Maths 3: Recognise and explain the connection between addition and subtraction (ACMNA054)
- demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences
- Maths 3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
- Maths 3: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
- recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions (for example Japanese Yen)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- identifying and writing the rules for number patterns
- describing a rule for a number pattern, then creating the pattern
- Maths 3: Create and interpret simple grid maps to show position and pathways (ACMMG065)
- Maths 3: Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
- opening doors partially and fully and comparing the size of the angles created
- recognising that analogue clocks use the turning of arms to indicate time, and comparing the size of angles between the arms for familiar times
- Maths 3: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
- conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among Year 3 students in our class?’)
- Maths 3: Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
- exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
- collecting data to investigate features in the natural environment
- Maths 3: Interpret and compare data displays (ACMSP070)
- comparing various student-generated data representations and describing their similarities and differences
- Maths 4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
- recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens
- Maths 4: Investigate equivalent fractions used in contexts (ACMNA077)
- exploring the relationship between families of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall
- Maths 4: Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
- using division by 10 to extend the place-value system
- using knowledge of fractions to establish equivalences between fractions and decimal notation
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems
- Maths 4: Explore and describe number patterns resulting from performing multiplication (ACMNA081)
- identifying examples of number patterns in everyday life
- Maths 4: Solve word problems by using number sentences involving multiplication or division where there is no remainder
(ACMNA082)
- representing a word problem as a number sentence
- writing a word problem using a given number sentence
- Maths 4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
- identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes
- Maths 4: Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
- identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
- using directions to find features on a map
- Maths 4: Compare angles and classify them as equal to, greater than, or less than, a right angle
(ACMMG089)
- creating angles and comparing them to a right angle using digital technologies
- Maths 4: Describe possible everyday events and order their chances of occurring (ACMSP092)
- using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur
- Maths 4: Identify everyday events where one cannot happen if the other happens (ACMSP093)
- Maths 4: Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)
- explaining why the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby
- Maths 4: Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
- comparing the effectiveness of different methods of collecting data
- choosing the most effective way to collect data for a given investigation
- Maths 4: Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
- interpreting data representations in the media and other forums in which symbols represent more than one data value
- suggesting questions that can be answered by a given data display and using the display to answer questions
- Science 3: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
- choosing questions to investigate from a list of possibilities
- listing shared experiences as a whole class and identifying possible investigations
- working in groups to discuss things that might happen during an investigation
- Science 3: Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
- Science 4: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
- considering familiar situations in order to think about possible areas for investigation
- reflecting on familiar situations to make predictions with teacher guidance
- choosing questions to investigate from a list of possibilities
- Science 4: Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
- HASS 3: Pose questions to investigate people, events, places and issues (ACHASSI052)
- posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community (‘Who?’, ‘What?’, ‘When?’, ‘Where?’, ‘Why?’)
- developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions or other questions about ethical behaviour, sustainability and preferred futures)
- asking key questions when investigating a topic (for example, questions such as ‘How did people settle?’, ‘Who were they?’, ‘Why did they come to the area?’ when researching the establishment of a local community) and probing questions during an investigation (for example, ‘Why is that so?’, ‘What else do we need to know?’)
- posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)
- HASS 3: Locate and collect information and data from different sources, including observations (ACHASSI053)
- locating sources suited to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online)
- collecting information in the field (for example, taking photographs, making sketches, taking water measurements or collecting natural objects to support the investigation of eocological health, settlement or demographic details of a place)
- collecting data from maps, aerial photographs, satellite images or a digital application (for example, Google Earth) to identify, locate and describe different types of settlement
- collecting information about the changing composition of their community from sources, such as census data, cemetery observations, interviews with older people or surveys
- interviewing people to seek information about feelings, preferences, perspectives and actions (for example, to find out how people feel about places; how people celebrate and commemorate; how decisions are made in different situations; how and why people participate in their community)
- acquiring geographical information from schools in geographically contrasting parts of Australia and/or neighbouring countries
- HASS 3: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI054)
- using information technologies to record and organise information in tables, databases and digital concept maps (for example, creating a consequence chart to show what happens when school rules are not followed, or when human settlement damages a component of the natural environment)
- creating tables or picture and column graphs to show patterns in data collected from observations or other sources (for example, to show similarities and differences between places; the results of class votes on issues or decisions, participation in community activities, number of local monuments)
- placing graphs and other data on electronic maps to visualise differences between types and patterns of settlements
- constructing and annotating maps (for example, to show the natural and human features of Australia) using the appropriate cartographic conventions including map symbols, title and north point
- HASS 3: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events
- identifying statements of fact and statements of opinion in class discussions
- identifying differences in the meaning of celebrations when viewed from different perspectives that result in different actions (for example, the meaning of Australia Day for many Aboriginal and Torres Strait Islander Peoples when compared with its meaning for many other Australians)
- exploring stories about places and people told by Aboriginal and Torres Strait Islander Peoples, and by people from other cultures including people from Asia and the Pacific region
- sharing points of view and identifying different perspectives and actions relating to issues that affect themselves and their peers (for example, discussing class rules, the different responses to them by class members, different perceptions of the value of places and ecosystems in the local area, communicating across cultures)
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- finding the meaning of acronyms/initialisms they encounter (for example, NAIDOC, ANZAC, NZ, USA, ACT)
- interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information to make inferences about changing life expectancy)
- identifying differences in the representation of a place on a map, in an aerial photo and in a satellite image and discussing how different methods of representation give different information about distributions and patterns
- interpreting cartographic information such as titles, map symbols, north point, compass direction, grid references and major lines of latitude
- using maps, ground and aerial photographs and satellite images or a digital application (for example, European Space Agency, NASA World Wind or Google Earth), to identify, locate and describe geographical patterns and distributions (for example, different types and patterns of settlements in Australia and Asia)
- discussing and comparing how Aboriginal and Torres Strait Islander Peoples may represent places and their features visually (for example, in paintings and sand drawings) and identify symbols and patterns
- HASS 3: Draw simple conclusions based on analysis of information and data
(ACHASSI058)
- explaining conclusions about how their place and community have changed and developed (for example, settlement patterns, local changes in plant and animal species, historic events, cultural celebrations)
- drawing conclusions about their community’s heritage based on an evaluation of information provided by the local council (for example, the development of its multicultural profile; its significant events and how people have participated in them and contributed to their maintenance; the preservation of unique features of the natural environment)
- examining the meaning of diversity using examples drawn from their community (such as celebrations and commemorations), drawn from other countries (such as environments, climate, lifestyle, settlement) and from the experiences of their peers (such as how they participate in their family and community)
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place or how to retell a historical event from a silent or unfamiliar voice)
- reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)
- choosing and enacting roles for group work that recognise an awareness of members’ knowledge and skills and customs
- considering the findings of an inquiry when developing a plan of action to achieve a set goal (for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose)
- HASS 3: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
- composing different types of texts to report findings of an investigation (for example, reporting on a historical investigation and its researched facts and findings by writing a biography about a noteworthy individual or group, a narrative account of a significant event, a report about a celebration, an explanation of the multicultural character of the community)
- arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing in their community, the need to preserve an endangered species) and making effective use of persuasive language such as ‘I think’ and ‘I dis/agree that’ to gain the support of others
- describing the location and direction from a local place in Australia to a local place in at least two neighbouring countries (for example, New Zealand and Indonesia) using a globe or wall map
- selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, timelines, photographs and pictures
- using subject-appropriate terms when speaking, writing and illustrating, for example, historical terms (such as ‘immigration’, ‘exploration’, ‘development’, ‘settlement’, ‘naming days of commemoration’ and ‘emblems’); geographical terms (such as ‘climate’, ‘settlement’, ‘environment’, ‘natural’ and ‘constructed’); and civic terms (such as ‘community’, ‘decision-making’, ‘participation’)
- HASS 3: The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
(ACHASSK062)
- liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area study with a focus on one language group; however, if information or sources are not readily available, another representative area may be studied.)
- listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to
- discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky
- HASS 3: How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
- exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community (for example, transport, entertainment, the natural and built environment, technology) has changed over time (for example, from the time of European settlement to the present day)
- comparing photographs from the past and present of a specific location to identify the change or continuity (similarities and differences over time) associated with people, events/developments, places or ecosystems
- identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental contributions) and character (for example, culturally diverse, multi-faith, prosperous, helpful)
- exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)
- HASS 3: Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
- identifying and discussing the historical origins of an important Australian celebration or commemoration
- generating a list of local, state and national symbols and emblems (for example, club emblems, school logos, flags, floral emblems, the Commonwealth Coat of Arms) and discussing their origins, use and significance
- examining the symbolism of flags (for example, the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example, all three flags are flown during NAIDOC Week, National Reconciliation Week, National Sorry Day and Mabo Day) and the roles, rights and responsibilities the community has when observing protocols around flag flying
- recognising the significance of other days or weeks (including the anniversary of the national Apology to Australia’s Indigenous Peoples of 2008, National Reconciliation Week, International Women’s Day, Labour Day and Harmony Day)
- HASS 3: The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
- examining how weather contributes to a climate type
- identifying the hot, temperate and polar zones of the world and the difference between climate and weather
- identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean)
- investigating and comparing what it would be like to live in a place with a different climate to their own place
- HASS 3: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
- exploring people’s feelings for place and the factors that influence people’s attachment to place, through reading and viewing poems, songs, paintings and stories
- discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)
- exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)
- investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country
- examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places
- HASS 3: The importance of making decisions democratically (ACHASSK070)
- making a decision as a class by allowing everyone to have a say and a vote
- building empathy by reflecting on how it feels to be included or excluded from making decisions and identifying situations when it is fair for decisions to be made without taking a majority vote (for example, by teachers or parents)
- identifying places and situations in communities where decisions are made democratically
- HASS 3: Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
- developing and justifying a set of fair rules and consequences for the class
- identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
- considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
- discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules
- exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)
- identifying who has the authority to make rules (for example, at school or in a sporting club)
- HASS 3: Why people participate within communities and how students can actively participate and contribute (ACHASSK072)
- identifying groups in the local community or through a virtual community and exploring their purpose
- exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)
- investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)
- exploring the motivations of people who have contributed to communities (for example, local community volunteers, leaders and Elders)
- HASS 4: Pose questions to investigate people, events, places and issues (ACHASSI073)
- asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)
- developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present
- generating a range of questions (for example, evaluation questions, reflecting questions) about contemporary issues reported in the media
- discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’
- HASS 4: Locate and collect information and data from different sources, including observations (ACHASSI074)
- identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different
- identifying sources for a historical study, such as sites, paintings (or their representations), maps, written records/accounts, database information, traditional ballads and stories
- brainstorming ways that information might be collected for an inquiry (for example, surveys, interviews, tallying) and choosing, with teacher guidance, the most effective sources of data (for example, the internet, thematic maps, photographs, satellite imagery, field data collection)
- using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)
- exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) and from gender or religious groups
- acquiring geographical information about environments and resources from a range of sources, such as a knowledgeable Aboriginal community member or from schools in contrasting parts of Australia and/or other countries in the Southern Hemisphere
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI075)
- using graphic organisers to sort and record information (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, Y-charts, network diagrams) or to show simple relationships (for example, a food web in mangrove or Antarctic waters)
- constructing maps, graphs or tables to display data and information (for example, changes in the distribution of different types of vegetation; the loss of native species; the movement of peoples over time; the population of places over time; resource distribution in places that have been colonised; social, cultural and religious groups in Australia’s society) using digital applications as appropriate
- recording and sorting collected information using tally sheets, murals, surveys, graphs and tables, databases or spreadsheets
- showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass points, sea routes, legends, dates, pictorial details, annotations and captions)
- annotating maps using the appropriate cartographic conventions including map symbols, scale and north point to show places and their features, in Australia, and in selected countries of Africa and South America
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)
- exploring different stories associated with a past event to discover the experiences, thoughts or feelings of the people at that time (for example, the points of view of male, female and child convicts, soldiers, free settlers, some Aboriginal and Torres Strait Islander people in the early colonial era)
- identifying differing viewpoints and considering their related ethical implications when discussing the past and present (for example, personal preference versus respecting the law such as personal freedom versus following the legal requirement to wear a bike helmet; different views over time about people’s character such as convicts who stole food were sinful)
- exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)
- sharing aspects of their cultural identity and considering how it might be similar and different to the cultural identity of others
- identifying stereotypes presented in texts and pictures, such as generalisations about gender roles, and talking about who is advantaged by stereotypes and who is disadvantaged
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- decoding the meaning of symbols and emblems associated with Australian history, geography and civic life and applying an understanding of conventions, vocabulary and symbols when interpreting large-scale maps
- comparing information in sources to identify evidence of change (for example, Aboriginal, Dutch and French place names on Australia’s west coast; past and present distribution of vegetation in North Africa that points to increasing desertification)
- interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)
- interpreting thematic maps and using Google Earth or similar applications to describe the characteristics of a continent or region or to identify the distribution of a particular characteristic (for example, languages of South America, equatorial rainforests, settlement along a major river valley in South America from its source to the sea)
- comparing environments in places of similar climate and vegetation that are located on different continents (for example, sandy, icy and stony deserts of Australia, Africa, Antarctica and South America)
- HASS 4: Draw simple conclusions based on analysis of information and data
(ACHASSI079)
- describing risks in past times (for example, for those involved in sea travel, exploration and colonisation) and making inferences about similar risks today (for example, the risks of space and deep sea exploration, colonising other planets, adapting to life in a new environment)
- explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change
- finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; local government services and how people benefit)
- concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
- using new knowledge to make an argument on a topic relevant to them and their community (for example, whether they agree with a school rule, a proposed change in the community, what the local government can do about an issue)
- reflecting on how people of the past are represented in fiction and other sources, and critically examining stereotypes in their representations (for example, claims that women did not work, inferences that all Aboriginal and Torres Strait Islander Peoples are the same)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue
- forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials)
- reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising strategies to reduce impacts on the environment
- proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden; making socially responsible decisions)
- HASS 4: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
- composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)
- selecting appropriate representations to suit and enhance their communication, including graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- describing the relative location of different features in a place by distance and compass direction (for example, the distance from their home to the local waste management site, the route of a navigator)
- using accurate and subject-appropriate terms when speaking, writing and illustrating, for example, using historical terms (such as ‘exploration’, ‘navigation’, ‘trade’, penal’, ‘transportation’, ‘contact’, ‘frontier conflict’, ‘colonisation’), using geographical terms (such as ‘continents’, ‘countries’, ‘natural resources’, ‘vegetation’, ‘environments’, ‘ecosystems’, ‘sustainability’, ‘consumption’, ‘waste’ and ‘management’) and using civic terms (such as ‘local government’, ‘decision-making’, ‘services’, ‘roles’, ‘responsibilities’, ‘rules’, ‘laws’ and ‘belonging’)
- HASS 4: The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)
- mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)
- recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples
- studying early archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the long and continuous connection of Aboriginal Peoples to Country
- investigating pre-contact ways of life of the Aboriginal and/or Torres Strait Islander Peoples; their knowledge of their environment including land management practices; and their fundamental beliefs about the interconnectedness of Country/Place, People, Culture and Identity
- exploring how Aboriginal Peoples exchanged ideas, technology and goods with each other and with Torres Strait Islander Peoples across vast distances
- studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems
- HASS 4: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)
- identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery
- investigating what motivated countries to explore and colonise
- examining the journey of one or more explorers (for example, Christopher Columbus, Vasco da Gama, Ferdinand Magellan), using navigation maps to reconstruct their journeys
- examining the journey of one or more explorers of the Australian coastline (for example, the Macassans, Dirk Hartog, Abel Tasman, James Cook, Comte de la Perouse) using navigation maps to reconstruct their journeys
- examining the impact of European exploration or colonisation on ONE society
- investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)
- recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)
- HASS 4: Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)
- investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
- investigating attitudes to the poor, the treatment of prisoners at that time, and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards
- investigating daily life in the Botany Bay penal settlement and challenges experienced by the people there and how they were managed
- HASS 4: The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)
- investigating contact with Aboriginal and Torres Strait Islander Peoples before 1788 (for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people)
- comparing the European concept of land ownership, including terra nullius, with the Aboriginal and Torres Strait Islander Peoples’ relationship with the land, sea, waterways and sky, and how this affected relations between the groups
- exploring early contact of Aboriginal people with the British including people (for example, Pemulwuy, Bennelong) and events of conciliation and resistance (such as the Black War)
- exploring the impact that British colonisation had on the lives of Aboriginal and Torres Strait Islander Peoples (dispossession; dislocation; and the loss of lives through conflict, disease, loss of food sources and medicines)
- considering whether the interactions between Europeans and Aboriginal and Torres Strait Islander Peoples had positive or negative effects
- examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal Peoples’ Country
- HASS 4: The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
- identifying the main types of vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
- exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, cooling urban places, producing medicines, wood and fibre, and making places appear more attractive
- explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
- explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)
- exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation)
- HASS 4: The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
(ACHASSK089)
- recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia
- investigating how Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People; and the local Country/Place)
- investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the use of fire, and the collection of bush food from semi-arid rangelands)
- HASS 4: The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
- identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)
- exploring how some natural resources are used and managed in sustainable and non-sustainable ways
- identifying renewable and non-renewable resources
- investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)
- exploring the work of groups and organisations which manage natural resources and/or waste
- HASS 4: The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)
- distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)
- exploring the purpose of laws and recognising that laws apply to everyone in society
- discussing examples of laws and why they are important to students’ lives
- investigating the impact of laws on Aboriginal and Torres Strait Islander Peoples (for example, environmental laws, native title laws and laws concerning sacred sites)
- HASS 4: The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)
- identifying diversity through the different social, cultural and religious groups students belong to
- recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment
- altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth
- selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis
- Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- identifying meaning and describing purposes in dances from different social, cultural or historical contexts such as dances that include digital, visual or theatrical elements
- comparing the expectations and requirements of performers and audience in different cultural settings
- examining dances in their community and comparing them to other dances of different peoples, times and cultures
- Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?
- writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- exploring and experiencing a range of roles and situations that they initiate and develop
- making improvisations that explore issues and ideas using empathy
- using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers, for example, establishing time and place and the roles and characters in the drama
- experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
- Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, situation, time and place part of the action? How is the dramatic tension developed in the drama?
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- identifying meaning and describing purposes in drama from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances
- examining drama in their community and comparing it to other drama of different people, times and cultures
- Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
- writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event
- taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language
- constructing realistic representations of the classroom or other community locations and then constructing fictional versions of the same space
- experimenting with tension to create meaning and sustain representations
- Considering viewpoints – forms and elements: For example – What images will I use and in what order?
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- storyboarding and filming a short sequence showing a conflict, selecting camera angles, lighting and costume to convey meaning without dialogue
- planning and scripting a radio advertisement for a school event with respect for the rules and image the school seeks to promote
- Considering viewpoints – societies and cultures: For example – What school event could I make an advertisement for?
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- comparing media artworks made for different purposes using appropriate language, and identifying possible differences in audiences’ interpretations
- Considering viewpoints – evaluations: For example – What is similar or different to my school/home in a television representation of school/home?
- examining media artworks in their community and comparing these to other media artworks commemorating different people, times and cultures
- writing about and discussing with others the meaning of their own media artworks using appropriate language
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- exploring given rhythm and pitch patterns, structures or timbres to improvise and create music
- using notation to represent sound and record ideas, such as inventing a graphic score to represent sounds of the environment
- improvising and trialling ideas to create compositions for specific audiences and purposes
- Considering viewpoints – evaluations: For example – How did the music make you feel and why?
- creating, sourcing and organising music using a range of accessible technologies
- Music 3-4: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
- identifying meaning and describing purposes in music from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audiences in different cultural settings
- examining music in their community and comparing it to other music of different people, times and cultures
- writing about how they have used the elements of music when composing and performing and discussing with others the meaning and intended purposes of their compositions
- Considering viewpoints – evaluations: For example – How did the music make you feel and why?
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? How does the artwork use visual conventions to convey meaning? How did the artist work within a space, and at this time? How and why did they innovate their practice?
- exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- Considering viewpoints – societies and cultures: For example – What clues in the artwork tell you where it was made, who made it, and why? What artworks are you familiar with? Which style of artworks represents your community?
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- Considering viewpoints – materials and technologies: For example – What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? Can you develop your ideas using different materials?
- practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
- Considering viewpoints – societies, cultures and histories: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? What are the people in the painting doing? Can you draw what you did on Australia Day?
- comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
- examining public art in their community and comparing it to other artwork commemorating different people, times and cultures
- writing about and discussing with others the meaning of their own artworks
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- examining models to identify how forces and materials are used in the design of a toy
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
- identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
- describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability
- recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
- critiquing and selecting appropriate joining techniques for materials to produce working models
- exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
- examining the structure and production of everyday products, services and environments to enhance their own design ideas
- exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- exploring ways of joining, connecting and assembling components that ensure success
- generating a range of design ideas for intended products, services, environments
- identifying the properties of materials needed for the designed solution
- visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
- planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- negotiating criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on the sustainability implications of selected designed solutions
- comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
- D&T 3-4: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- determining planning processes as a class, for example recording a procedure or creating time plans
- managing time and resource allocation throughout production, for example materials, tools, equipment and people
- identifying the steps in a mass production process
- sequencing steps to collaboratively produce a designed solution
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story
- DT 3-4: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- recognising representations of different types of data such as waves for sound
- exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region
- DT 3-4: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
- using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
- improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
- using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
- exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
- recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and why
- describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- explaining to others how to follow technical instructions, for example how to capture and download images from a mobile device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
- implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
- creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks
- exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
- HPE 3-4: Explore how success, challenge and failure strengthen identities
(ACPPS033)
- suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
- HPE 3-4: Explore strategies to manage physical, social and emotional change (ACPPS034)
- discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations
- exploring how friendships change as they grow older and identifying strategies to manage change
- identifying people or sources of information that they can access if they have questions about the changes that are occurring
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
- HPE 3-4: Identify and practise strategies to promote health, safety and wellbeing
(ACPPS036)
- examining their own eating patterns by researching
- proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- describing behaviours that show empathy and respect for the rights of others
- creating an online connection with another school and identifying similarities and differences between students
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
- HPE 3-4: Investigate how emotional responses vary in depth and strength (ACPPS038)
- analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
- describing strategies they can use to identify and manage their emotions before making a decision to act
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- accessing different sources of health information and examining the accuracy of these sources
- examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages
- HPE 3-4: Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
- identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school
- creating promotional posters to display around the school containing positive health and physical activity messages
- exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving
- HPE 3-4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
- exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- transferring and applying skills to solve movement challenges
- testing alternative responses to movement challenges and predicting the success or effectiveness of each
- posing questions to others as a strategy for solving movement challenges
- drawing on prior knowledge to solve movement challenges
Elaborations only
- English 3: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
- learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately
- English 3: Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
- identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)
- English 3: Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
- exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation
- distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- English 3: Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
- becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions
- English 3: Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
- noticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways
- English 3: Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
- recognising both grammatically accurate and inaccurate usage of the apostrophe in everyday texts such as signs in the community and newspaper advertisements
- English 3: Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
- knowing that a clause is basically a group of words that contains a verb
- knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances
- English 3: Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense
(ACELA1482)
- identifying different types of verbs and the way they add meaning to a sentence
- exploring ’doing’ and ‘saying’ verbs in narrative texts to show how they give information about what characters do and say
- exploring the use of sensing verbs and how they allow readers to know what characters think and feel
- exploring the use of relating verbs in constructing definitions and descriptions
- learning how time is represented through the tense of a verb, for example ‘She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’
- English 3: Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
- exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgements about characters or events, acknowledging that language and judgements might differ depending on the cultural context
- English 3: Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word
(ACELA1827)
- exploring generalisations for adding a suffix to a base word to form a plural or past tense, for example to make a word plural when it ends in ‘ss’, ‘sh’, ‘ch’ or ‘z’, add ‘es’
- English 3: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
- identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
- exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment
- English 3: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
- participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views
- English 3: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
- listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
- learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter
- acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes
- using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends
- experimenting with voice effects in formal presentations such as tone, volume and pace
- English 4: Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
- recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts
- recognising that language is adjusted in different contexts, for example in degree of formality when moving between group discussions and presenting a group report
- understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
- recognising the importance of using inclusive language
- English 4: Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
(ACELA1490)
- becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports
- English 4: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
- knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’,); text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’)
- identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
- describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’
- English 4: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
- exploring texts to identify the use of quotation marks
- experimenting with the use of quotation marks in students’ own writing
- English 4: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
- creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’)
- English 4: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’
- English 4: Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)
- using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’
- English 4: Discuss literary experiences with others, sharing responses and expressing a point of view
(ACELT1603)
- sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
- English 4: Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)
- English 4: Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences
- English 4: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations
- developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently
- choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts
- Maths 3: Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
- placing four-digit numbers on a number line using an appropriate scale
- Maths 3: Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
(ACMNA055)
- recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers
- combining knowledge of addition and subtraction facts and partitioning to aid computation (for example 57 + 19 = 57 + 20 – 1)
- Maths 3: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
- partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
- recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese
- Maths 3: Measure, order and compare objects using familiar metric units of length, mass and capacity
(ACMMG061)
- recognising the importance of using common units of measurement
- recognising and using centimetres and metres, grams and kilograms, and millilitres and litres
- Maths 3: Tell time to the minute and investigate the relationship between units of time (ACMMG062)
- recognising there are 60 minutes in an hour and 60 seconds in a minute
- Maths 3: Make models of three-dimensional objects and describe key features (ACMMG063)
- exploring the creation of three-dimensional objects using origami, including prisms and pyramids
- Maths 3: Identify symmetry in the environment (ACMMG066)
- identifying symmetry in Aboriginal rock carvings or art
- identifying symmetry in the natural and built environment
- Maths 4: Investigate and use the properties of odd and even numbers (ACMNA071)
- using the four operations with pairs of odd or even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations
- Maths 4: Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
- recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
- Maths 4: Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line
(ACMNA078)
- converting mixed numbers to improper fractions and vice versa
- investigating the use of fractions and sharing as a way of managing Country: for example taking no more than half the eggs from a nest to protect future bird populations
- Maths 4: Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)
- writing number sentences to represent and answer questions such as: ‘When a number is added to 23 the answer is the same as 57 minus 19. What is the number?’
- Maths 4: Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
- calculating the time spent at school during a normal school day
- calculating the time required to travel between two locations
- determining arrival time given departure time
- Maths 4: Compare the areas of regular and irregular shapes by informal means (ACMMG087)
- comparing areas using metric units, such as counting the number of square centimetres required to cover two areas by overlaying the areas with a grid of centimetre squares
- Maths 4: Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
- exploring ways of presenting data and showing the results of investigations
- investigating data displays using many-to-one correspondence
- Science 3: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
- identifying and discussing numerical and visual patterns in data collected from students’ own investigations and from secondary sources
- Science 3: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
- recognising characteristics of living things such as growing, moving, sensitivity and reproducing
- recognising the range of different living things
- sorting living and non-living things based on characteristics
- exploring differences between living, once living and products of living things
- Science 3: A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
- investigating how liquids and solids respond to changes in temperature, for example water changing to ice, or melting chocolate
- exploring how changes from solid to liquid and liquid to solid can help us recycle materials
- predicting the effect of heat on different materials
- Science 3: Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
- recognising the sun as a source of light
- constructing sundials and investigating how they work
- describing timescales for the rotation of the Earth
- Science 3: Heat can be produced in many ways and can move from one object to another (ACSSU049)
- describing how heat can be produced such as through friction or motion, electricity or chemically (burning)
- exploring how heat can be transferred through conduction
- recognising that we can feel heat and measure its effects using a thermometer
- Science 3: Science involves making predictions and describing patterns and relationships (ACSHE050)
- researching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander Peoples (OI.3, OI.5)
- making predictions about change and events in our environment
- Science 3: Science knowledge helps people to understand the effect of their actions (ACSHE051)
- researching Aboriginal and Torres Strait Islander Peoples’ knowledge of the local natural environment, such as the characteristics of plants and animals (OI.2, OI.3, OI.5)
- considering how heating affects materials used in everyday life
- considering how materials including solids and liquids affect the environment in different ways
- Science 4: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
- identifying and discussing numerical and visual patterns in data collected from students’ investigations and from other sources
- Science 4: Living things have life cycles (ACSSU072)
- making and recording observations of living things as they develop through their life cycles
- describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants
- Science 4: Living things depend on each other and the environment to survive (ACSSU073)
- investigating how plants provide shelter for animals
- investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
- observing and describing predator-prey relationships
- predicting the effects when living things in feeding relationships are removed or die out in an area
- recognising that interactions between living things may be competitive or mutually beneficial
- Science 4: Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)
- describing a range of common materials, such as metals or plastics, and their uses
- investigating a particular property across a range of materials
- considering how the properties of materials affect the management of waste or can lead to pollution
- Science 4: Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
- collecting evidence of change from local landforms, rocks or fossils
- exploring a local area that has changed as a result of natural processes, such as an eroded gully, sand dunes or river banks
- investigating the characteristics of soils
- considering how different human activities cause erosion of the Earth’s surface
- considering the effect of events such as floods and extreme weather on the landscape, both in Australia and in the Asia region
- Science 4: Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
- observing qualitatively how speed is affected by the size of a force
- exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
- comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces
- investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling
- exploring the forces of attraction and repulsion between magnets
- Science 4: Science involves making predictions and describing patterns and relationships (ACSHE061)
- exploring ways in which scientists gather evidence for their ideas and develop explanations
- Science 4: Science knowledge helps people to understand the effect of their actions (ACSHE062)
- investigating how a range of people, such as clothing designers, builders or engineers use science to select appropriate materials for their work
- considering methods of waste management and how they can affect the environment
- exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment
- considering how to minimise the effects of erosion caused by human activity
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- HASS 3: Interact with others with respect to share points of view (ACHASSI059)
- sharing and listening to others’ stories about their community and place (for example, Aboriginal or Torres Strait Islander oral histories of an area, park ranger recounts, speakers from commemorative organisations, personal experiences of celebrations)
- understanding their roles, rights and responsibilities in group situations
- respecting ways to ensure others’ points of view are shared in group situations (for example, adhering to and defending strategies that enable turn-taking and eliminate talking over others)
- valuing for and against arguments when making personal and group decisions
- HASS 3: Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)
- comparing the significance of national days in different countries, looking at why they developed and elements they have in common
- exploring through secondary sources significant events of cultures or countries around the world, including national days, and discussing whether they are celebrations or commemorations
- investigating the origins and significance of some international celebrations or commemorations (for example, the International Day of Peace)
- investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world
- HASS 3: The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to locate and name significant places such as the states, territories, major cities and regional centres in Australia
- identifying and describing the major natural features of Australia (for example, rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef and islands of the Torres Strait) and describing them with annotations on a map
- comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented
- describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups
- exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes
- HASS 3: The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)
- using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia
- describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics
- HASS 4: Sequence information about people’s lives and events (ACHASSI076)
- recounting and sequencing events associated with a particular history (for example, developing an annotated map to describe the sea route of the First Fleet and the timing of its passage)
- HASS 4: Interact with others with respect to share points of view (ACHASSI080)
- participating in role-plays and simple debates which allow for equal presentation of viewpoints
- exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) or the different views about a current event (for example, the views of farmers, activists and government decision-makers about a road going through an endangered habitat)
- participating in cooperative strategies that enable decision-making about roles and responsibilities (for example, using de Bonos’ hats)
- HASS 4: The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)
- using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations
- using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
- researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America
- using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographic features, environments, cities)
- HASS 4: The role of local government and the decisions it makes on behalf of the community (ACHASSK091)
- examining how local government is chosen and by whom
- exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)
- describing how local government services impact on the lives of students
- Dance 3-4: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
- exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express joy, or rolling softly on the floor using different body shapes to represent shells washed by the sea
- Drama 3-4: Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032)
- exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension
- Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
- sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces
- Considering viewpoints – evaluations: For example – How well did you collaborate to make drama? What worked best in the drama?
- planning and rehearsing their drama for a live or virtual performance
- exploring Aboriginal and Torres Strait Islander stories and how they are dramatically portrayed as a reference for shaping their own drama
- exploring dramatic traditions and practices from one or more Asian societies in their drama
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- singing learnt pitch and rhythm patterns and varying elements of music within them to create different effects, for example, singing softer or louder, faster or slower, repeating phrases
- exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases
- identifying and explaining features in music using terminology and a range of notation
- Considering viewpoints – forms and elements: For example – How did the music change? How many different sections are there in the music?
- using movement to demonstrate an understanding of musical form, changing actions as the music changes
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- Considering viewpoints – meanings and interpretations: For example – Why was this music written?
- rehearsing and performing music in unison and with accompaniment patterns
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- rehearsing and performing music using a range of technologies
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
- exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
- using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- demonstrating safe, responsible and cooperative work practices when making designed solutions
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
- organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school
- managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
- discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
- making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- exploring and practising different techniques to propel objects towards a target
- performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
- performing routines incorporating different jumping techniques and connecting movements
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- planning and performing strategies to be successful in tag and dodge games
- exploring centre of gravity and stability as they perform balance activities
- participating in physical activities which require problem-solving to achieve a goal
- using different equipment to create an original game or movement challenge
- HPE 3-4: Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
- using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences
- HPE 3-4: Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
- collaborating to decide rules for a new game
- recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues
Level 4: identify and clarify relevant information and prioritise ideas
Content descriptions
- English 5: Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
- English 5: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
- interpreting narrative texts told as wordless picture books
- identifying and comparing sequences of images revealed through different hyperlink choices
- English 5: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
- identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples
- English 5: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world
- investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
- English 5: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- English 5: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- English 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701)
- explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
- using vocabulary, including technical vocabulary, appropriate to purpose and context
- using paragraphs to present and sequence a text
- using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
- English 5: Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
(ACELY1705)
- editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
- English 5: Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
- English 6: Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
- English 6: Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
- observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
- observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons
- English 6: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
- identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
- English 6: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
- English 6: Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
- English 6: Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
- English 6: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
- exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
- English 6: Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
- identifying how language choice and imagery build emotional connection and engagement with the story or theme
- describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
- English 6: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
- using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
- exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
- recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
- English 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
- using word identification, self-monitoring and self-correcting strategies
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
- identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- making connections between the text and students’ own experience or other texts
- making connections between information in print and images
- using prior knowledge and textual information to make inferences and predictions
- finding the main idea of a text
- summarising a text or part of a text
- English 6: Analyse strategies authors use to influence readers (ACELY1801)
- identify how authors use language to position the reader and give reasons
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)
- creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
- using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
- English 6: Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
- editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
- English 6: Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
- selecting and combining software functions as needed to create texts
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- exploring factors and multiples using number sequences
- using simple divisibility tests
- Maths 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers
- applying the distributive law and using arrays to model multiplication and explain calculation strategies
- Maths 5: Solve problems involving division by a one digit number, including those that result in a remainder
(ACMNA101)
- using the fact that equivalent division calculations result if both numbers are divided by the same factor
- interpreting and representing the remainder in division calculations sensibly for the context
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
- modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
- Maths 5: Create simple financial plans (ACMNA106)
- creating a simple budget for a class fundraising event
- identifying the GST component of invoices and receipts
- Maths 5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Maths 5: Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time
- Maths 5: Describe and interpret different data sets in context (ACMSP120)
- using and comparing data representations for different data sets to help decision making
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- applying strategies already developed for solving problems involving small numbers to those involving large numbers
- applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies
- Maths 6: Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124)
- understanding that integers are …-3, -2, -1, 0, 1, 2, 3,…..
- solving everyday additive problems using a number line
- investigating everyday situations that use integers, such as temperatures
- Maths 6: Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126)
- understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions
- solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
- modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes
- Maths 6: Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
- Maths 6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
(ACMNA133)
- identifying and generalising number patterns
- investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in the way the numbers increase/decrease
- Maths 6: Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- recognising and investigating familiar objects using concrete materials and digital technologies
- Maths 6: Interpret and use timetables (ACMMG139)
- planning a trip involving one or more modes of public transport
- developing a timetable of daily activities
- Maths 6: Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
- understanding that translations, rotations and reflections can change the position and orientation but not shape or size
- Maths 6: Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
- identifying the size of a right angle as 90° and defining acute, obtuse, straight and reflex angles
- measuring, estimating and comparing angles in degrees and classifying angles according to their sizes
- investigating the use of rotation and symmetry in the diagrammatic representations of kinship relationships of Central and Western Desert people
- recognising and using the two alternate conventions for naming angles
- Maths 6: Compare observed frequencies across experiments with expected frequencies (ACMSP146)
- predicting likely outcomes from a run of chance events and distinguishing these from surprising results
- Maths 6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
- comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
- understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
- Maths 6: Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
- identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made
- Science 5: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- exploring the range of questions that can be asked about a problem or phenomena and with guidance, identifying those questions that could be investigated
- applying experience from similar situations in the past to predict what might happen in a new situation
- Science 5: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
- experiencing a range of ways of investigating questions, including experimental testing, internet research, field observations and exploring simulations
- discussing the advantages of certain types of investigation for answering certain types of questions
- considering different ways to approach problem solving, including researching, using trial and error, experimental testing and creating models
- Science 5: Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- Science 5: Reflect on and suggest improvements to scientific investigations (ACSIS091)
- Science 6: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- Science 6: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
- considering which investigation methods are most suited to answer a particular question or solve a problem
- Science 6: Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- discussing the difference between data and evidence
- referring to evidence when explaining the outcomes of an investigation
- Science 6: Reflect on and suggest improvements to scientific investigations (ACSIS108)
- HASS 5: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- asking questions before, during and after an investigation to frame and guide the stages of an inquiry
- developing different types of questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours)
- developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, ‘What resources do we need to conduct this project?’)
- HASS 5: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI095)
- finding information about the past in primary sources (for example, maps, stories, songs, music, dance, diaries, official documents, artworks, artefacts, remains of past industry, newspapers of the day, advertisements, rule lists, interview transcripts)
- finding geographical information in primary sources (such as fieldwork and photographs) and secondary sources (such as maps, plans and reports in digital and non-digital form)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to collect information (for example, to identify the environmental characteristics of the major countries of Europe and North America)
- conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in a planning or environmental dispute)
- finding data and information that supports decision-making processes when investigating an economics or business issue including online, observation and print sources (for example, interviews, surveys, case studies)
- finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of people
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI096)
- categorising information using digital and non-digital graphic organisers (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, scattergrams, decision-making matrixes and bibliography templates)
- constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time in colonial Australia; the different climates of Europe and North America; population growth of Australian colonies; cultural and religious groups in Australia at different times; influences on consumer purchasing decisions)
- deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or information to be collected
- mapping geographical data using spatial technologies (for example, the location of recent bushfires in Australia, or information they have collected through fieldwork)
- HASS 5: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
- inferring the nature, purpose and origin of artefacts to determine if they have evidence to offer an investigation of a time, place or process
- identifying stereotypes and over-generalisations relating to age, gender, ethnicity, ability, religion and/or politics presented in sources and media of the past (for example, a newspaper caricature of a colonial era Chinese goldfield worker) and in sources and media of the present (for example, social media opinions about a mining development)
- identifying the purpose and usefulness of information gained from primary and secondary sources (for example, checking publication details)
- analysing texts relating to a school, club or government election (for example, speeches, advertisements, campaign materials, symbols, how to vote cards, result records) to determine who created them and their purpose
- HASS 5: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the struggle for rights by emancipated convicts; the way migrants or refugees have been managed over time and their experiences; the motives of whalers and anti-whaling activists)
- comparing sources of evidence to identify similarities and/or differences in accounts of the past (for example, comparing colonial descriptions of Burke and Wills’ achievements with those that have been recently published with Aboriginal perspectives; different representations of Ned Kelly in past and present publications)
- analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and South Sea Islander workers, women and children)
- exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during the Eureka Stockade; personal intercultural experiences; or people’s differing perceptions of election speeches made by opposing candidates)
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event reoccurring
- analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, technology and artefacts travelled across them; analysing a food web to reveal how plants, animals, water, air and people are connected)
- interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)
- interpreting and creating maps such as flow and choropleth maps, or plans for specific purposes (for example, a bushfire management plan)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)
- analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes)
- exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures
- exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders)
- acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship of natural places)
- explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)
- forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue
- HASS 5: Work in groups to generate responses to issues and challenges (ACHASSI102)
- undertaking a project that responds to an identified challenge or issue with strategies to be used that will achieve desired outcomes (for example, bush fire readiness plan, a school fundraising activity, an ecological preservation project, a school-based opinion poll about a relevant issue)
- using communication technologies to exchange information and to facilitate the development of a collaborative response
- participating in a relevant democratic process (for example, in class votes, mock parliament, school decision-making processes such as student councils)
- discussing the priorities and ethics evident in past decisions (for example, in clearing of native vegetation for farming, in stealing food to survive)
- applying enterprising and collaborative behaviours in a group activity (for example, working with others to make decisions about the best way to compare prices of products)
- HASS 5: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
- making judgements about how effectively challenges have been addressed in the past (for example, relative success of solutions to challenges during colonial settlement) or how effectively a current challenge is being addressed (for example, the solution to an environmental issue, or a strategy for economic development)
- evaluating the possible options that people could take to resolve challenges (for example, improving water quality, ensuring fairness, managing excess waste, budgeting choices)
- reflecting on choices in relation to personal criteria and expressing reasoning that influenced decision-making (for example, why they participate in a civic activity, what influenced their purchase of an item)
- using agreed criteria as the basis for an assessment of the advantages and disadvantages of choices (for example, for determining which actions are most likely to be effective to restore a damaged environment)
- applying economics and business criteria to everyday problems to identify a response to the issue
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)
- posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute to a sustainable environment?’)
- identifying the effects of decisions about economics and business and/or civics and citizenship issues
- assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
- analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context
- HASS 5: Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106)
- investigating the reasons for the establishment of one or more British colonies such as a penal colony (for example, Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example, Western Australia, Victoria)
- HASS 5: The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)
- investigating colonial life to discover what life was like at that time for different inhabitants (for example, a European family and an Aboriginal or Torres Strait Islander language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, shopping or trade, language, housing and children’s lives
- mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
- discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)
- exploring how the colony was governed and how life changed when Governor Macquarie established the rule of law
- investigating the impact of settlement on the local environment and its ecosystems (for example, comparing the present and past landscape and the flora and fauna of the local community)
- HASS 5: The impact of a significant development or event on an Australian colony (ACHASSK108)
- investigating an event or development and explaining its economic, social and political impact on a colony (for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy; the impact of internal exploration and the advent of rail on the expansion of farming)
- creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)
- HASS 5: The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
- identifying the reasons why people migrated to Australia in the 1800s (for example, as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances)
- investigating the experiences and contributions of a particular migrant group within a colony (for example, Germans in South Australia, Japanese in Broome, Afghan cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)
- connecting (where appropriate) stories of migration to students’ own family histories
- HASS 5: The role that a significant individual or group played in shaping a colony (ACHASSK110)
- investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s (for example, explorers, farmers, pastoralists, miners, inventors, writers, artists, humanitarians, religious and spiritual leaders, political activists, including women, children, and people of diverse cultures)
- exploring the motivations and actions of an individual or group that shaped a colony
- HASS 5: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to identify the relative location of the major countries of Europe and North America and their environmental characteristics
- using a printed or electronic atlas to identify the main characteristics of continents of Europe and North America
- researching the changes made by people to a particular environment in a country in Europe and a country in North America
- HASS 5: The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
- identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management
- exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability
- HASS 5: The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia
- investigating the influence of landforms (for example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges), on the development of settlements that are involved in food and fibre production
- examining the effects of landforms (for example, valleys, hills, natural harbours and rivers) on the location and characteristics of their place and other places they know
- exploring the extent of change in the local environment over time and the impact of change on ecosystems
- exploring how a unique environment is used and managed (for example, settlement and human use of Antarctica and the practices and laws that aim to manage human impact)
- examining how the use of the space within their local place is organised through zoning
- investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it
- HASS 5: The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
- mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
- explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding
- HASS 5: How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
- discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)
- using social media to share and discuss ideas about how people can work together as local, regional and global citizens(for example, as communities for a local environmental issue or project)
- examining Aboriginal and Torres Strait Islander organisations and the services they provide
- discussing ways people resolve differences (for example, through negotiation and Reconciliation)
- HASS 5: The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
- explaining reasons for differences in needs and wants for different groups
- HASS 5: Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120)
- categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)
- brainstorming resources that a local community might use
- identifying and categorising the factors of production used in the production of goods and services that satisfy the needs and wants of a local community
- listing the needs and wants of a local community and exploring the ways resources are currently used to meet these needs and wants and how resources might be used more sustainably to meet these needs and wants into the future
- exploring how Aboriginal and Torres Strait Islander Peoples’ traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways
- HASS 5: Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
- identifying goods they have purchased and categorising and explaining factors that influence consumer purchasing decisions (for example, personal preferences, social trends, economic factors such as budgets and the amount of money available to spend; psychological factors such as advertising and peer pressure; cultural, environmental, legal and ethical factors)
- comparing the influence of a variety of selling and advertising strategies used by businesses on consumer choices (for example, the influence of television and internet advertising compared to email promotions)
- recognising that financial transactions can include the use of notes, coins, credit and debit cards, and barter items; explaining the advantages and disadvantages of the different transaction types; and considering how these may influence the way people purchase items
- exploring the strategies that can be used when making consumer and financial decisions (for example, finding more information, comparing prices, keeping a record of money spent, saving for the future)
- HASS 6: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
- generating appropriate questions before, during and after an investigation to frame and guide the stages of the inquiry
- developing different types of research questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours, ethical questions regarding sensitivities and cultural protocols)
- mind-mapping a concept to create research questions that reveal connections between economic, political, and/or environmental systems (for example, ‘How does shipping connect Asia and Australia?’, ‘What is ship ballast?’, ‘How does ballast water in modern ships affect local waters?’, ‘Where in Australia has ballast water been an issue?’, ‘What are the economic and environmental impacts of ballast water?’, ‘What is Australia’s role in managing world ballast water regulation?’)
- developing questions to guide the identification and location of useful sources for an inquiry or an enterprise project
- HASS 6: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI123)
- determining the most appropriate methods to find information (for example, personal observation, internet searches, primary and secondary sources) including using excursions and field trips (for example, a study trip to a wetlands, a visit to a war memorial, a cultural site, an Asian food festival, a courthouse, a town hall, a not-for-profit enterprise, a bank)
- using a range of methods, including digital technologies, to gather relevant historical, geographical, social, economic and business data and information (for example, through online sources such as census data and databases, and/or interviews and surveys)
- identifying key words to search for relevant information when using search tools, such as internet search engines and library catalogues and indexes and recognising that internet domain names ‘com’, ‘edu’, ‘gov’ are indicators of the provenance of a source
- applying ethical research methods when conducting inquiries with people and communities, including using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and conforming with respectful behaviours in sacred or significant sites
- exchanging geographical information from schools in countries of the Asia region
- HASS 6: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI124)
- categorising information using digital and non-digital graphic organisers (for example, flowcharts, consequence wheels, futures timelines, mapping software, decision-making matrixes, digital scattergrams, spreadsheets, and bibliography templates)
- constructing tables and graphs with digital applications as appropriate to display or categorise data and information for analysis (for example, a table to show the similarities and differences in official languages and religions across a number of countries)
- creating maps using spatial technologies and cartographic conventions as appropriate (including border, source, scale, legend, title and north point) to show information and data, including location (for example, a large-scale map to show the location of places and their features in Australia and countries of Asia; a flow map or small-scale map to show the connections Australia has with Asian countries such as shipping or migration)
- explaining spatial representations (for example, describing how the representation of the spherical globe on flat paper produces distortions in maps)
- HASS 6: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
- identifying and distinguishing fact and opinion in information and identifying stereotypes and over-generalisations (for example, over-generalisations about the role of women, the contribution of Aboriginal and Torres Strait Islander Peoples, the work of politicians, the beliefs of religious groups)
- proposing reasons why stereotypes and over-generalisations are evident in sources and media of the past and discussing whether the underlying attitudes and values have changed or might have changed over time
- checking the publishing details of a text to help clarify the publication’s purpose, to identify potential bias in the content and assess its relevance, and to put information presented in an historical or geographical context
- analysing sources to identify persuasive techniques such as modality (for example, ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice (for example, ‘it is claimed that …’) rather than the active voice (‘The government claims that …’), and considering reasons for these choices
- HASS 6: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- surveying businesses in the local area to find out what influences their choices concerning the way they provide goods and services
- analysing where points of view differ about global issues and exploring the reasons for different perspectives (for example, reasons for varying views on issues such as climate change, coal seam mining, or aid to a country of the Asia region; different world views of environmentalists)
- discussing issues where there are, or were, a range of views and proposing reasons for different perspectives (for example, different opinions about the deportation of South Sea Islanders from 1901
- exploring historic sources to identify the views of a range of stakeholders affected by Federation and citizenship rights (for example, women, children, men without property, or South Sea Islanders)
- critiquing points of view about a sustainability issue (for example, considering producers’ and consumers’ views on the sustainable use of resources)
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- analysing sources to identify the causes and effects of past events, developments and achievements (for example, the causes and effects of the struggles for democratic rights such as the Wave Hill walk-off, the Wik decision; of technological advancements such as the advent of television, the internet and the bionic ear; of health policies)
- using graphic organisers, maps and concept maps to identify patterns (for example, patterns of settlement in regional agricultural areas), trends (for example, changes in Australian immigration statistics) and cause-effect relationships (for example, relationships between war and the movement of refugees, the correlation of low income and poor health, the effects of consumer decisions on the individual, the broader community and on environmental sustainability)
- interpreting graphic representations and making inferences about patterns and/or distributions (for example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on electoral representation after viewing a plan of the seats held in upper and lower houses of parliament)
- comparing spatial and statistical distributions in thematic maps, choropleth maps and tables to identify patterns and relationships (for example, patterns in per capita income of countries from the Asia region; the increasing cultural diversity of present day Australia; relationships between human settlement and the changing environment)
- identifying possible relationships by comparing places similar in one major characteristic but different in others (for example, by comparing places with similar climates but with different cultures as a means of identifying the relative influences of climate and culture)
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- evaluating and connecting information from various sources to defend a position (for example, the responsibilities associated with Australian citizenship, the right to build in a place, why a person is considered significant)
- contemplating attitudes and actions of the past that now seem strange and unacceptable and imagining what aspects of current society may be viewed in this way in the future
- proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully
- drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)
- HASS 6: Work in groups to generate responses to issues and challenges (ACHASSI130)
- planning a project, campaign or enterprise around an identified challenge with specification of the sequence of tasks and activities, responsibilities and deadlines
- participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility for respectful interactions with others
- applying enterprising behaviours (for example, taking on a leadership role in a project, working with others to make decisions)
- brainstorming solutions to an issue that is significant to a group and using negotiation to reach consensus on a preferred approach to resolving the issue
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- relating the decisions made by individuals and organisations to criteria used to evaluate options (for example, the criteria for Australian of the Year, for the award of the Order of Australia, for the selection of a school captain)
- examining the trade-offs they might consider when developing criteria for evaluating choices (for example, considering the opportunity cost of choosing one leisure activity over another or considering the trade-offs involved when making a purchasing decision such as a phone)
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- reflecting on what they have learnt in relation to an issue and identifying problems that might be experienced when taking action to address the issue
- collecting evidence to build a case for action that takes account of alternative views, minimises risks and mitigates any negative outcomes
- suggesting a course of action on a global issue that is significant to them and describing how different groups could respond
- identfying intercultural experiences and how this may affect future cultural interactions
- HASS 6: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI133)
- developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing sources to justify reasoning
- creating narrative accounts and recounts (for example, a digital multimedia story that records migrant experiences) based on information identified from a range of sources and referring to real characters and events
- describing the relative location of places and their features in Australia and in selected countries of the Asia region, when investigating and making connections
- selecting and applying appropriate media and strategies to suit and enhance their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- using accurate and subject-appropriate terms, for example, historical terms (such as ‘nation’, ‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘deportation’, ‘suffrage’, ‘enfranchisement’, ‘heritage’, ‘diversity’, ‘contribution’, ‘achievement’, ‘significance’, ‘development’, ‘rural’, ‘urban’, ‘bias’, ‘stereotype’, ‘perspective’), geographical terms (such as ‘relative location’, ‘scale’, ‘cultural diversity’, ‘inequality’, ‘interconnections’), civics and citizenship terms (such as ‘Westminster system’, ‘courts’, ‘monarchy’ and ‘three levels of government’) and economics and business terms (such as ‘opportunity cost’, ‘trade-offs’, ‘industry sectors’)
- HASS 6: Key figures, events and ideas that led to Australia’s Federation and Constitution
(ACHASSK134)
- studying Australia’s path to Federation through an examination of key people (for example, Henry Parkes, Edmund Barton, George Reid, John Quick) and events (for example, the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies between 1898 and 1900)
- comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
- identifying key elements of Australia’s system of law and government and their origins (for example, the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses of parliament; how laws are made)
- HASS 6: Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
- investigating the lack of citizenship rights for Aboriginal Peoples and Torres Strait Islander Peoples in Australia, illustrated by controls on movement and residence, the forcible removal of children from their families leading to the Stolen Generations, and poor pay and working conditions
- describing the significance of the 1962 right to vote federally and the 1967 referendum
- investigating the stories of individuals or groups who advocated or fought for rights in twentieth-century Australia (for example, Jack Patten or the Aborigines Progressive Association)
- investigating the experiences of democracy and citizenship of women (for example, the suffragette movement, the bar on married women working, equal pay, the
- investigating the experiences of democracy and citizenship of migrant groups (for example, White Australia Policy, internment camps during World War II, assimilation policies, anti-discrimination legislation, multiculturalism, Reconciliation, mandatory detention, pay and working conditions)
- investigating the experiences of democracy and citizenship of children who were placed in orphanages, homes and other institutions (for example, their food and shelter, protection, education and contacts with family)
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- comparing push and pull factors that have contributed to people migrating to Australia (for example, economic migrants and political refugees) from a range of places
- exploring individual narratives using primary sources (for example, letters, documents and historical objects), interviewing and recording an oral history, and presenting the journey and circumstances of arrival based on the sources (for example, through drama)
- describing cultural practices related to family life, beliefs and customs of newly arrived migrant groups and comparing these with those of the communities in which they settled within Australia
- connecting stories of migration to students’ own family histories (where appropriate)
- HASS 6: The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)
- examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today
- investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)
- considering notable individuals in Australian public life across a range of fields (for example, the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the National Living Treasures list, the
- HASS 6: The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138)
- using geographical tools (for example, a globe wall map or digital application such as Google Earth) to identify the geographical division of Asia into North-East, South-East, South Asia and West Asia (the Middle East)
- exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
- investigating the differences in the population size, density, life expectancy and per capita income between countries across the world
- describing the location of places in countries of the Asia region in absolute terms using latitude and longitude
- HASS 6: Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139)
- researching the population size and density of a selection of countries around the world
- investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
- comparing people’s lives in places with different levels of income
- HASS 6: The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
- identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration on the Rights of Indigenous Peoples
- investigating sustainability of the environments in which many indigenous peoples have lived sustainably over time
- investigating the similarities and differences in official languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
- researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
- HASS 6: Australia’s connections with other countries and how these change people and places (ACHASSK141)
- researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections on their own place and another place in Australia
- exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country
- HASS 6: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)
- identifying the obligations people may consider they have as global citizens (for example, an awareness of human rights issues, concern for the environment and sustainability, being active and informed about global issues)
- describing dual citizenship and its implications for identity and belonging
- using a current global issue (for example, immigration across borders or clearing native forests to establish palm oil plantations) to discuss the concept of global citizenship
- HASS 6: How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
- explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))
- explaining why choices have to be made when faced with unlimited wants and limited resources (for example, by compiling a list of personal needs and wants, determining priorities (including sustainability of natural environments) and identifying the needs and wants that can be satisfied with the resources available)
- exploring some national needs and wants in Australia and an Asian country (for example, access to water, education, health care) and comparing resource limitations and decisions
- HASS 6: The effect that consumer and financial decisions can have on the individual, the broader community and the environment
(ACHASSK150)
- exploring how a decision to buy an item affects the family (for example, ‘Did the family have to put off buying another item to have this one?’)
- investigating whether buying at the local supermarket helps the local community
- considering if their actions have an effect on the environment (for example, does choosing to use recyclable shopping bags have an effect on the natural environment?)
- investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)
- HASS 6: The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)
- identifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways that goods and services are provided to people such as through shopping centres, local markets, online, small independent stores, remote community stores
- explaining the difference between not-for-profit and for-profit businesses
- distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism and telecommunications)
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- improvising new movement to communicate ideas in response to stimulus, for example, exploring the relationship of close proximity of dancers grouped together to represent overcrowded cities
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?
- selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
- Dance 5-6: Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
- discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)
- identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, a Chinese ribbon dance, or a Sumatran tambourine dance
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?
- discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander dance, including when it is not able to be viewed
- accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes
- exploring physical, fictional and emotional space to create characters and situations and imagined feelings
- manipulating dramatic action and use of available theatre technologies to create different meanings
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the body used to represent a character, situation or idea? How did the performers use the elements of drama? How can the devised drama be developed to communicate meaning?
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
- identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
- talking and writing about drama from other places and times and how it might or does contribute to their own drama, and how cultural understandings shape meanings in drama
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio
- exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community
- designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue
- selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story
- Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
- Considering viewpoints – evaluations: For example – What cultural images can or cannot be used when making and publishing my artwork?
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
- Considering viewpoints – societies and cultures: For example – How are values demonstrated in this media representation? Can we judge a culture from popular media images?
- describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
- discussing issues around safety and sensitivity in relation to acceptable and unacceptable use and/or reference to personal and cultural images, sounds and texts when making and publishing media artworks
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- identifying and describing features of rhythm, melody and structure that create effects in their improvisations
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Considering viewpoints – meanings and interpretations: For example – How does the composer indicate dynamics in this piece? How does the performer show emotion in this piece?
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- organising, developing and refining ideas by experimenting with structure
- exploring rhythm, pitch and dynamics and expression to create contrast, repetition and balance to develop compositions for performance
- Considering viewpoints – forms and elements: For example – Which style of music is this? What musical clues helped you to decide?
- Music 5-6: Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
- discussing personal preferences for music from a range of contexts and cultures, using music terminology
- providing and responding to feedback to refine performances and compositions
- identifying and comparing how the elements of music are used and combined in different music styles from different cultures
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
- Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- Considering viewpoints – societies and cultures: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? How would you represent your neighbourhood?
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- Considering viewpoints – skills, techniques and processes: For example – How did the artist work within a space, and at this time? How have they innovated their practice?
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.
- expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork
- Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region
- reflecting on the importance of aesthetics, function and sustainability in product design, for example a textile product that gives protection and is appealing; a motor that moves a vehicle and uses a sustainable power source
- identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
- identifying the impact of the designed features of an environment, for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- recognising the need to carefully plan and select components for a system to perform a specific task
- producing models using materials, tools and equipment to show how to control movement, sound or light
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
- sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
- using current food guides and government-endorsed food policies to plan food choices
- experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
- considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
- identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water
- evaluating the functional properties of a specific-purpose household system, for example a security system
- examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
- comparing tools, equipment and techniques to select those most appropriate for a given purpose
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
- comparing the design and production of products, services and environments in Australia and a country in the Asia region
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- exploring the steps involved in the process to satisfy a design brief, need or opportunity
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior knowledge, skills and research
- developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart
- evaluating the suitability of materials, tools and equipment for specific purposes
- reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
- considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
- setting milestones for production processes and allocating roles to team members
- identifying when materials, tools and equipment are required for making the solution
- outlining the planning and production steps needed to produce a product, service or environment using digital technologies
- reflecting on planned steps to see if improvements can be made
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components including the central processing unit; external output components including speakers, projector, screen; and data and information storage components including cloud and external devices
- explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks to transfer data from one digital system to another, and radio waves are used to transmit data in wireless or mobile networks
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s (called binary digits, which is why they are called digital systems)
- explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
- recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
- representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
- exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
- representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
- selecting and using peripheral devices suitable to the data, for example using a data probe to collect data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
- using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
- acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
- using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
- describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include
- DT 5-6: Design a user interface for a digital system
(ACTDIP018)
- exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players
- applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action
- designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
- generating and considering alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- programming a robot to operate independently, for example to find its way out of a maze
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- using sustainability criteria to explain how well students’ solutions meet requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
- comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
- exploring the ethics and impact of management practices on the use of communication networks, for example internet censorship from a local, national and global perspective and the impact on freedom of access and expression
- considering opportunities and consequences of decisions for future applications, for example practices to save energy and other resources when using information systems, such as switching off when not in use, ensuring electronic devices are in energy-saving mode
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- exploring how personal and cultural identities change over time
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
- examining the range of products available to manage the physical changes associated with puberty
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
- applying criteria to online information to assess the credibility of the information and its relevance to peers
- creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
- comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
- proposing and implementing opportunities to increase their physical activity levels at school and at home
- selecting and practising appropriate responses to promote safety in different situations, including water- and traffic-related situations
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- analysing situations in which emotions can influence decision-making, including in peer-group, family and movement situations
- exploring why emotional responses can be unpredictable
- HPE 5-6: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- examining how media and public identities influence the way people act and the choices they make
- sharing how important people in their life influence them to act or behave in a healthy or safe way
- analysing health messages in the media and comparing their interpretations with those of other members of the class
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting
- proposing and implementing actions and protective behaviours that promote safe participation in physical activities
- discussing the importance of social support and a sense of belonging in promoting mental health and wellbeing
- HPE 5-6: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments (ACPPS059)
- exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
- discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
- discussing how access to natural and built environments can help or hinder participation in physical activities
- exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community
(ACPPS060)
- exploring initiatives sporting and community groups use to counter all forms of discrimination and support the wellbeing of their communities
- proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism
- exploring ways to create safe and inclusive schools for minority groups
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- exploring the place of water-based recreational activities in Australian culture and how communities come together to enjoy water-based activities
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
- applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
- devising strategies and formulating plans to assist in successfully performing new movement skills
Elaborations only
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context
(ACELY1698)
- identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- bringing subject and technical vocabulary and concept knowledge to new reading tasks
- selecting and using texts for their pertinence to the task and the accuracy of their information
- using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
- reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
- English 5: Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
- recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
- exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures
- English 5: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
- identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
- English 5: Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
(ACELA1502)
- recognising that a bare assertion (for example ‘It’s the best film this year’) often needs to be tempered by: using the ‘impersonal it’ to distance oneself (for example ‘It could be that it is the best film this year’); recruiting anonymous support (for example ‘It is generally agreed that it is the best film this year.’); indicating a general source of the opinion (for example ‘Most critics agree that it is the best film this year.’); specifying the source of the opinion (for example ‘David and Margaret both agree that it is the best film this year’) and reflecting on the effect of these different choices
- English 5: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
- English 5: Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505)
- observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example ‘Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected’)
- English 5: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
- learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents’ car’
- learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’
- English 5: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause
(ACELA1507)
- knowing that complex sentences make connections between ideas, such as: to provide a reason, for example ‘He jumped up because the bell rang.’; to state a purpose, for example ‘She raced home to confront her brother.’; to express a condition, for example ‘It will break if you push it.’; to make a concession, for example ‘She went to work even though she was not feeling well.’; to link two ideas in terms of various time relations, for example ‘Nero fiddled while Rome burned.’
- knowing that a complex sentence typically consists of a main clause and a subordinate clause
- English 5: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
- learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
- observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)
- English 5: Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)
- moving from general, ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
- English 5: Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)
- talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’ or ‘salesperson’
- English 5: Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
(ACELA1514)
- Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’
- English 5: Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
- orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
- English 5: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
- examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
- examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations
- using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others
- choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others
- experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
- English 6: Analyse how text structures and language features work together to meet the purpose of a text
(ACELY1711)
- comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
- English 6: Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English
(ACELA1515)
- recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
- recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours
- English 6: Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
- identify and appreciate differences in language used in diverse family settings
- English 6: Understand the uses of objective and subjective language and bias
(ACELA1517)
- understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)
- differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
- English 6: Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
- examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
- English 6: Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
- recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
- observing how relationships between concepts can be represented visually through similarity, contrast, juxtaposition, repetition, class-subclass diagrams, part-whole diagrams, cause-and-effect figures, visual continuities and discontinuities
- English 6: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
- knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example ‘She ate her lunch’ compared to ‘She gobbled up her lunch’)
- knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o’clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
- knowing the difference between the simple present tense (for example ‘Pandas eat bamboo.’) and the simple past tense (for example ‘She replied.’)
- knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
- knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations
- using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function
- experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- Maths 5: Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
- recognising the usefulness of estimation to check calculations
- applying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley load
- Maths 5: Compare and order common unit fractions and locate and represent them on a number line
(ACMNA102)
- recognising the connection between the order of unit fractions and their denominators
- Maths 5: Recognise that the place value system can be extended beyond hundredths (ACMNA104)
- using knowledge of place value and division by 10 to extend the number system to thousandths and beyond
- recognising the equivalence of one thousandths and 0.001
- Maths 5: Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)
- using relevant problems to develop number sentences
- Maths 5: Choose appropriate units of measurement for length, area, volume, capacity and mass
(ACMMG108)
- recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns
- investigating alternative measures of scale to demonstrate that these vary between countries and change over time, for example temperature measurement in Australia, Indonesia, Japan and USA
- Maths 5: Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
- exploring efficient ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the result
- exploring efficient ways of finding the areas of rectangles
- Maths 5: Compare 12- and 24-hour time systems and convert between them (ACMMG110)
- investigating the ways time was and is measured in different Aboriginal Country, such as using tidal change
- Maths 5: Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)
- identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids
- Maths 5: Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
- comparing aerial views of Country, desert paintings and maps with grid references
- creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another
- Maths 5: Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
- identifying and describing the line and rotational symmetry of a range of two-dimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies
- identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies
- Maths 5: Estimate, measure and compare angles using degrees. Construct angles using a protractor
(ACMMG112)
- recognising that angles have arms and a vertex, and that size is the amount of turn required for one arm to coincide with the other
- Maths 5: Recognise that probabilities range from 0 to 1 (ACMSP117)
- investigating the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1
- Maths 5: Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
- identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
- Maths 6: Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
- understanding that some numbers have special properties and that these properties can be used to solve problems
- understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number (for example 216 is divisible by 8 because the number represented by the last three digits is divisible by 8, and hence 216 is also divisible by 2 and 4)
- Maths 6: Compare fractions with related denominators and locate and represent them on a number line
(ACMNA125)
- demonstrating equivalence between fractions using drawings and models
- Maths 6: Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
- recognising that finding one third of a quantity is the same as dividing by 3
- Maths 6: Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)
- extending whole-number strategies to explore and develop meaningful written strategies for addition and subtraction of decimal numbers to thousandths
- exploring and practising efficient methods for solving problems requiring operations on decimals, to gain fluency with calculating with decimals and with recognising appropriate operations
- Maths 6: Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)
- interpreting the results of calculations to provide an answer appropriate to the context
- Maths 6: Make connections between equivalent fractions, decimals and percentages (ACMNA131)
- connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved
- Maths 6: Connect decimal representations to the metric system (ACMMG135)
- recognising the equivalence of measurements such as 1.25 metres and 125 centimetres
- Maths 6: Convert between common metric units of length, mass and capacity
(ACMMG136)
- identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres
- recognising the significance of the prefixes in units of measurement
- Maths 6: Connect volume and capacity and their units of measurement (ACMMG138)
- recognising that 1ml is equivalent to 1cm
- Maths 6: Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
- understanding that the Cartesian plane provides a graphical or visual way of describing location
- Maths 6: Describe probabilities using fractions, decimals and percentages (ACMSP144)
- investigating games of chance popular in different cultures and evaluating the relative benefits to the organisers and participants (for example Pachinko)
- Science 5: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)
- using tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
- recording data in tables and diagrams or electronically as digital images and spreadsheets
- Science 5: Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
- identifying patterns in data and developing explanations that fit these patterns
- identifying similarities and differences in qualitative data in order to group items or materials
- Science 5: Living things have structural features and adaptations that help them to survive in their environment
(ACSSU043)
- explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants
- describing and listing adaptations of living things suited for particular Australian environments
- exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts
- Science 5: Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
- recognising that substances exist in different states depending on the temperature
- observing that gases have mass and take up space, demonstrated by using balloons or bubbles
- exploring the way solids, liquids and gases change under different situations such as heating and cooling
- recognising that not all substances can be easily classified on the basis of their observable properties
- Science 5: The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
- identifying the planets of the solar system and comparing how long they take to orbit the sun
- modelling the relative size of and distance between Earth, other planets in the solar system and the sun
- recognising the role of the sun as a provider of energy for the Earth
- Science 5: Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
- drawing simple labelled ray diagrams to show the paths of light from a source to our eyes
- comparing shadows from point and extended light sources such as torches and fluorescent tubes
- recognising that the colour of an object depends on the properties of the object and the colour of the light source
- Science 5: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)
- learning how Aboriginal and Torres Strait Islander Peoples use observation of the night sky to assist with navigation (OI.3, OI.5)
- developing an understanding of the behaviour of light by making observations of its effects
- testing predictions relating to the behaviour of solids, liquids and gases by conducting observational experiments
- researching how scientists were able to develop ideas about the solar system through the gathering of evidence through space exploration
- describing how scientists from a range of cultures have improved our understanding of the solar system, such as Copernicus, Khayyám and Galileo
- researching the different types of scientists who work in teams in space exploration, and Australia’s involvement in space exploration
- Science 5: Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)
- considering how best to ensure growth of plants
- considering how decisions are made to grow particular plants and crops depending on environmental conditions
- comparing the benefits of using solid, liquid or gaseous fuels to heat a home
- describing the safety aspects of using gases
- investigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products
- describing how technologies developed to aid space exploration have changed the way people live, work and communicate
- exploring objects and devices that include parts that involve the reflection, absorption or refraction of light such as mirrors, sunglasses and prisms
- Science 6: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
- using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change
- Science 6: Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
- exploring how different representations can be used to show different aspects of relationships, processes or trends
- Science 6: The growth and survival of living things are affected by physical conditions of their environment
(ACSSU094)
- investigating how changing the physical conditions for plants impacts on their growth and survival such as salt water, use of fertilizers and soil types
- observing the growth of fungi such as yeast and bread mould in different conditions
- researching organisms that live in extreme environments such as Antarctica or a desert
- considering the effects of physical conditions causing migration and hibernation
- Science 6: Changes to materials can be reversible or irreversible (ACSSU095)
- describing what happens when materials are mixed
- investigating the solubility of common materials in water
- investigating the change in state caused by heating and cooling of a familiar substance
- investigating irreversible changes such as rusting, burning and cooking
- exploring how reversible changes can be used to recycle materials
- investigate reversible changes such as melting, freezing and evaporating
- Science 6: Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)
- investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world
- describing how people measure significant geological events
- exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects
- considering the effect of drought on living and non-living aspects of the environment
- Science 6: Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)
- investigating different electrical conductors and insulators
- exploring the features of electrical devices such as switches and light globes
- investigating how moving air and water can turn turbines to generate electricity
- investigating the use of solar panels
- considering whether an energy source is sustainable
- Science 6: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
- learning how Aboriginal and Torres Strait Islander Peoples’ knowledge, such as the medicinal and nutritional properties of Australian plants, is being used as part of the evidence base for scientific advances (OI.9)
- investigating how knowledge about the effects of using the Earth’s resources has changed over time
- describing how understanding of the causes and effects of major natural events has changed as new evidence has become available
- investigating the use of electricity, including predicting the effects of changes to electric circuits
- considering how gathering evidence helps scientists to predict the effect of major geological or climatic events
- investigating how people from different cultures have used sustainable sources of energy, for example water and solar power
- exploring institutions and locations where contemporary Australian scientists conduct research on catastrophic natural events
- investigating the development of earthquake measurements from the Chinese invention of the seismograph in the second century
- Science 6: Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
- considering how personal and community choices influence our use of sustainable sources of energy
- investigating how understanding of catastrophic natural events helps in planning for their early detection and minimising their impact
- recognising that science can inform choices about where people live and how they manage natural disasters
- considering how guidelines help to ensure the safe use of electrical devices
- discussing the use of electricity and the conservation of sources of energy
- researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts
- investigating how electrical energy is generated in Australia and around the world
- considering how electricity and electrical appliances have changed the way some people live
- HASS 5: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI105)
- selecting appropriate text types to convey findings, conclusions and understandings (for example, imaginative journals, narrative recounts, reports and arguments)
- describing the relative location of places and their features in Australia and in selected countries of North America and Europe
- selecting and applying appropriate media and strategies to suit their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- using accurate and subject-appropriate terms (for example, historical terms such as ‘colonial’, ‘the gold era’, ‘migration’, ‘penal’; geographic terms such as ‘characteristics’, ‘environmental’, ‘human’, ‘ecosystems’, ‘sustainable’, ‘settlement’, ‘management‘; civics terms such as ‘electoral process’, ‘democracy’, ‘legal system’, ‘shared beliefs’; and economic terms such as ‘scarcity’, ‘choices’, ‘resources’, ‘businesses’, ‘consumers’, ‘needs and wants’, ‘goods and services’)
- HASS 5: The key values that underpin Australia’s democracy
(ACHASSK115)
- discussing the meaning of democracy
- discussing the meaning and importance of the key values of Australian democracy (for example, freedom of election and being elected; freedom of assembly and political participation; freedom of speech, expression and religious belief; rule of law; other basic human rights)
- considering how students apply democratic values in familiar contexts
- HASS 5: The key features of the electoral process in Australia (ACHASSK116)
- exploring the secret ballot and compulsory voting as key features of Australia’s democracy
- recognising the role of the Australian Electoral Commission in administering elections that are open, free and fair
- clarifying who has the right to vote and stand for election in Australia
- HASS 5: Why regulations and laws are enforced and the personnel involved (ACHASSK117)
- categorising the different types of laws and regulations in their community and who enforces them (road laws – police; health laws – public health department; pollution laws – environmental protection officer)
- identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)
- HASS 6: Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
- locating key events, ideas, movements and lives in a chronological sequence on timelines and flowcharts
- selecting, recording and prioritising the key points made in relation to historical, geographical, civic and economic studies when interviewing people (for example, community or family members who migrated to Australia, war veterans, former refugees, members of parliament, leaders of community organisations, business operators, the experiences of Aboriginal and Torres Strait Islander Peoples, workers of diverse occupations in an industry)
- HASS 6: The key institutions of Australia’s democratic system of government and how it is based on the Westminster system
(ACHASSK143)
- explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government
- recognising the importance of the Westminster system and the Magna Carta in influencing Australia’s parliamentary government
- investigating sites virtually or in situ associated with key democratic institutions to explore their roles, such as Parliament House in Canberra
- HASS 6: The roles and responsibilities of Australia’s three levels of government (ACHASSK144)
- clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)
- identifying issues where federal and state parliaments both have the power to make laws; recognising that federal law will override the state law if federal and state laws conflict on these issues
- identifying instances where there may be multiple levels of government involved (for example, in relation to the environment such as management of the Murray-Darling river system)
- HASS 6: The responsibilities of electors and representatives in Australia’s democracy
(ACHASSK145)
- considering the responsibilities of electors (for example, enrolling to vote, being informed and voting responsibly)
- identifying the characteristics that would make for a ‘good’ representative at the local, state/territory or national level
- HASS 6: Where ideas for new laws can come from and how they become law
(ACHASSK146)
- investigating where ideas for new laws come from (for example, from party policy, perhaps announced during an election campaign; from suggestions by members and senators; from interest groups in the community)
- exploring how bills are debated and scrutinised (for example, the role of parliamentary committees and the ability of citizens to make submissions to these committees)
- identifying the role of the Executive in relation to the development of policies and the introduction of bills, including the role of Cabinet in approving the drafting of a bill and the role of the public service in drafting and implementing legislation
- HASS 6: The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)
- investigating how people become Australian citizens
- discussing the Australian citizenship pledge and comparing it to the former oath of allegiance to the monarch to explore notions of allegiance
- clarifying the formal rights and responsibilities of Australian citizenship and comparing these to the rights and responsibilities of non-citizens
- exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)
- exploring the experiences of people who have migrated to Australia and who have taken up Australian citizenship (for example, those of Asian heritage)
- Dance 5-6: Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you make this dance?
- Dance 5-6: Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
- Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming to create between the dancers and the audience?
- Drama 5-6: Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action
(ACADRM036)
- Considering viewpoints – evaluations: For example – How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports your judgement about the drama?
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- creating narrative and tension to communicate dramatic meaning
- exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance
- showing understanding of the purpose of rehearsing drama and the need for collaboration and group work
- using props, costumes, instruments and available technologies such as light, sound and multimedia to create dramatic symbols and enhance dramatic action
- planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal
- using available software and applications to plan for playbuilding and to create scripts
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- identifying and applying the conventions and layout of web page design to engage and interact with a particular audience
- editing a chase sequence, adding music to heighten the action and tension
- Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing a range of unison and part music individually and in ensemble to develop contrast in music they sing and play
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- improvising, rehearsing and performing using technologies
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- explaining influences of other artists on their own art making
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
- matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
- working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
- applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
- developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
- using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
- using a range of communication tools to share ideas and information, for example participating in collaborative online environments
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team
- assessing the impact of different relationships on personal health and wellbeing
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- applying stability and locomotor skills to dodge and feint in different movement situations
- applying kicking, striking and throwing skills to propel an object and keep it in motion
- composing and performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
- performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- experimenting with different music genres such as Indian bhangra music when performing creative dances
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
- HPE 5-6: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing
(ACPMP064)
- participating in a range of physical activities and exploring their health, skill and fitness benefits
- HPE 5-6: Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
- creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
- working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: clarify information and ideas from texts or images when exploring challenging issues
Content descriptions
- English 7: Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
- comparing choices for point of view in animations, advertisements and other persuasive texts
- comparing how different advertisements use visual elements to advertise the same product
- experimenting with digital storytelling conventions to create personal reflections on shared experiences
- English 7: Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
- English 7: Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
- building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
- identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age
- English 7: Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
- exploring concepts about the criteria for heroism and testing these criteria in a range of texts, including more complex ones where the hero may be flawed
- establishing forums for discussing the relative merits of fiction and film texts
- comparing personal viewpoints on texts and justifying responses in actual and virtual discussions
- English 7: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts
(ACELT1621)
- identifying stereotypes, prejudice and oversimplifications in texts
- exploring ethical issues in literary texts drawing on a range of examples from the texts to illustrate and substantiate the views expressed
- English 7: Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
- English 7: Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
- analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
- exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative
- discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose
- English 7: Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
- experiencing the sound and rhythm of poetry, and using metalanguage, for example ‘refrain’ and ‘chant’, to discuss the layers of meaning that are created
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
- imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
- creating chapters for an autobiography, short story or diary
- English 7: Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
- transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
- drawing on literature and life experiences to create a poem, for example ballad, series of haiku
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
- analysing the impact of interactive elements of digital magazines
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- identifying, discussing and interpreting ideas and concepts that other individuals and groups value
- identifying key evidence supporting an argument in a discussion between two speakers
- English 7: Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
- participating in pair, group, class, school and community speaking and listening situations, including informal conversations, discussions, debates and presentations
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, clarifying and rephrasing comments of others
- selecting voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- identifying the purpose and possible audience for a text
- explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features
- English 7: Use prior knowledge and text processing strategies to interpret a range of types of texts
(ACELY1722)
- identifying cause and effect in explanations and how these are used to convince an audience of a course of action
- inferring the tone and emotional intent of a character in dialogue in a narrative
- English 7: Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
- English 7: Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience, for example a class anthology of poems or stories
- using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
- writing and delivering presentations with specific rhetorical devices to engage an audience
- English 7: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- English 7: Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation
- English 8: Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)
- English 8: Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
- discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts
- English 8: Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
(ACELA1545)
- evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information
- English 8: Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
- comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
- analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines
- English 8: Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
- investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
- comparing attitudes and ideas in texts drawn from contexts that are different to students’ own
- English 8: Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions
- English 8: Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
- examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
- writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
- discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text
- English 8: Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
- select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning
- English 8: Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
- creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- English 8: Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
- identifying and explaining how mobile technologies are influencing language uses and structures
- identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts
- English 8: Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, asking questions about stated and implied ideas, and restating and summarising main ideas
- selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- English 8: Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
(ACELY1732)
- evaluating an author’s use of particular textual structures and language features in achieving the representation of a point of view
- making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
- exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- comparing representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- combining verbal, visual and sound elements in imaginative multimodal texts
- ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
- English 8: Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
- Maths 7: Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
- exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
- Maths 7: Recognise and solve problems involving simple ratios (ACMNA173)
- understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
- Maths 7: Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)
- applying the unitary method to identify ‘best buys’ situations, such as comparing the cost per 100g
- Maths 7: Introduce the concept of variables as a way of representing numbers using letters (ACMNA175)
- understanding that arithmetic laws are powerful ways of describing and simplifying calculations and that using these laws leads to the generality of algebra
- Maths 7: Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)
- identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention
- moving fluently between algebraic and word representations as descriptions of the same situation
- Maths 7: Solve simple linear equations (ACMNA179)
- solving equations using concrete materials, such as the balance model, and explain the need to do the same thing to each side of the equation using substitution to check solutions
- investigating a range of strategies to solve equations
- Maths 7: Investigate, interpret and analyse graphs from authentic data
(ACMNA180)
- using travel graphs to investigate and compare the distance travelled to and from school
- interpreting features of travel graphs such as the slope of lines and the meaning of horizontal lines
- using graphs of evaporation rates to explore water storage
- Maths 7: Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
- defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
- Maths 7: Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)
- investigating secondary data relating to the distribution and use of non-renewable resources around the world
- Maths 7: Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
- understanding that some data representations are more appropriate than others for particular data sets, and answering questions about those data sets
- Maths 7: Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data
(ACMSP171)
- understanding that summarising data by calculating measures of centre and spread can help make sense of the data
- Maths 7: Describe and interpret data displays using median, mean and range (ACMSP172)
- Maths 8: Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
- Maths 8: Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
- understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
- Maths 8: Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- expressing profit and loss as a percentage of cost or selling price, comparing the difference
- investigating the methods used in retail stores to express discounts
- Maths 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
- solving real life problems by using variables to represent unknowns
- Maths 8: Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
- identifying regions in Australia and countries in Asia that are in the same time zone
- Maths 8: Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
- establishing the properties of squares, rectangles, parallelograms, rhombuses, trapeziums and kites
- identifying properties related to side lengths, parallel sides, angles, diagonals and symmetry
- Maths 8: Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
- identifying the complement of familiar events
- understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found
- Maths 8: Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
- understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities
- collecting data to answer the questions using Venn diagrams or two-way tables
- Maths 8: Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206)
- investigating the uses of random sampling to collect data
- Maths 8: Explore the variation of means and proportions of random samples drawn from the same population
(ACMSP293)
- using sample properties to predict characteristics of the population
- Maths 8: Investigate the effect of individual data values, including outliers, on the mean and median
(ACMSP207)
- using displays of data to explore and investigate effects
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral aspects rather than or as well as scientific investigation
- using information and knowledge from previous investigations to predict the expected results from an investigation
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral aspects rather than or as well as scientific investigation
- HASS 7: Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges (ACHASSI152)
- developing and revising questions to frame, guide and redirect geographical, historical and social inquiries or stages of an enterprise project
- developing a range of different types of questions for specific purposes including follow-up questions that deepen understandings (for example, questions to design and revise the stages of an enterprise project, questions to test the validity of assumptions, questions that evaluate decisions and opinions, questions about protocols and sensitivities)
- making propositions to be tested through a research process
- appreciating that there may not be a definitive answer to an inquiry question
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- identifying steps in the research process (for example, identifying information needed, locating information, recording relevant information from sources)
- using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)
- compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of an environmental issue (for example, recorded observations, annotated field sketches, surveys, interviews, and photographs of changes or events)
- collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns of employment in Australia; thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media to support a study of liveability of a city)
- applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant sites, and giving consideration to sensitive issues when seeking information from people
- HASS 7: Organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions, including different types of graphs, tables, field sketches and annotated diagrams, and maps at different scales (ACHASSI154)
- deciding which formats best suit the presentation of gathered information after consideration of a range of digital and non-digital media
- representing categorised data information using digital and non-digital graphic organisers (for example, tables, flowcharts, SWOT [strengths, weaknesses, opportunities and threats] analysis, cost-benefit analysis, futures timelines, spreadsheets, databases)
- constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental quality on aspects of the liveability of places; graphs showing the religious composition of past and contemporary Australian society)
- creating maps using computer mapping software or satellite images to show distributions and patterns (for example, to show the spatial distribution and patterns of liveability or the areas affected by a hydrological hazard in Australia and other parts of the world)
- HASS 7: Examine primary sources and secondary sources to determine their origin, purpose and reliability (ACHASSI156)
- considering relevance and validity when choosing sources and gathering data and information about historical, geographical, social, economic and business issues or events (for example, the relevance of documents written at the time of an event; the validity of personal observations made during fieldwork)
- differentiating between primary sources in history (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- comparing the different types of primary sources appropriate to history, geography, civics and citizenship, and economics and business, and explaining reasons for the differences
- identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)
- using a range of methods to determine the origin, purpose and reliability of different sources, such as determining when the source was written, why it was written and by whom
- discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
- HASS 7: Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
- recognising that limited evidence can sometimes give useful insights into the power structures of a society
- using strategies to detect whether a statement is factual or an opinion, including identification of word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- identifying the perspective in a historical source (for example, the saying of Confucius, ‘women and underlings are especially difficult to handle’) and discussing the values and attitudes of the society that produced it
- identifying different perspectives about a past or current issue and suggesting influences or circumstances that may have informed these perspectives
- analysing how information can be used selectively to persuade citizens
- identifying and distinguishing points of view of different individuals and groups about a public issue (for example, the development of wind turbine farms, a contentious residential development by a large company, the corporate harnessing of water in a developing country)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- interpreting the possible meaning of images and symbols in primary sources
- using and interpreting various types of maps (for example, weather, political, topographic, thematic and diagrammatic maps and isoline or isopleth maps)
- using aerial images of contrasting places to identify differences (for example, differences in housing density and services)
- interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for example, the patterns of a selected hydrological hazard over time and place) and to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities, river systems and the availability of surface water)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- reviewing the results of an analysis to propose an answer to an inquiry question using at least one discipline-specific concept (for example, significance in history or place in geography) or one humanities and social sciences concept (for example, interconnections) as an organiser
- evaluating data from a survey to draw conclusions about a current political, social, environmental or business event or issue
- evaluating and connecting information from various sources to draw evidence-based conclusions
- drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes
- identifying where there is a common understanding in a discussion and using points of agreement as a basis for resolving a conflict or differences, recognising their own emotional reactions when interacting with people who are different from themselves or who disagree with their views
- identifying examples of negotiation and peaceful dispute resolution (for example, arbitration, Reconciliation) used in the wider community to problem-solve
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with those of being a business owner)
- HASS 7: Develop and use criteria to make informed decisions and judgements (ACHASSI161)
- outlining the significance of a past event and providing reasons for its significance based on relevant evidence
- applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions or to possible purchasing decisions)
- examining the trade-offs involved in making choices (for example, choices about spending limited money; how to earn an income such as working as an employee or owning your own business; whether to pay more for an endorsed environmentally friendly product)
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)
- applying a process approach to respond to an issue or challenge (for example, conducting an analysis using processes such as a SWOT analysis; developing a plan of action that incorporates a consultation process that ensures a range of views are heard and people are given opportunities to respond)
- explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
- deciding when consensus is an effective process for a collective action and when it is not
- discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- HASS 7: Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-specific terms, conventions and concepts (ACHASSI163)
- communicating findings, predictions, opinions, decisions, judgements and conclusions, using text types (for example, reports, persuasive essays, reasoned arguments, explanations) selected to suit the purpose and the intended audience
- citing sources of evidence (for example, archaeological relics and written accounts) in their texts
- using graphic representations (such as graphs, tables, spreadsheets and photographs) to present, supplement and clarify information contained in reports and other documents
- using digital technologies to create multimedia presentations (for example, to show the specific features of an ancient battle, pyramid complex or burial site; to show the spatial distribution and patterns of liveability; to present a case for a constitutional change)
- using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits)
- HASS 7: How historians and archaeologists investigate history, including excavation and archival research
(ACHASSK167)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts*
- HASS 7: The range of sources that can be used in an historical investigation, including archaeological and written sources
(ACHASSK168)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
(ACHASSK169)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources
(ACHASSK170)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples
(ACHASSK171)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The physical features of ancient Greece, Egypt or Rome and how they influenced the civilisation that developed there
(ACHASSK172)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion
(ACHASSK173)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
- HASS 7: The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACHASSK174)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties
(ACHASSK175)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods in Greece, Isis in Egypt and Mithras in Persia)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Egyptian, Greek or Roman history
(ACHASSK176)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The physical features of India or China and how they influenced the civilisation that developed there
(ACHASSK177)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: Roles of key groups in Indian or Chinese society in this period, including the influence of law and religion
(ACHASSK178)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The significant beliefs, values and practices of Indian or Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACHASSK179)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments and the spread of philosophies and beliefs
(ACHASSK180)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Indian or Chinese history
(ACHASSK181)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Classification of environmental resources and the forms that water takes as a resource
(ACHASSK182)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The way that flows of water connect places as they move through the environment and the way these affect places
(ACHASSK183)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- investigating the importance of environmental flows
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- HASS 7: The quantity and variability of Australia’s water resources compared with other continents
(ACHASSK184)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa
(ACHASSK185)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHASSK186)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Causes, impacts and responses to an atmospheric or hydrological hazard
(ACHASSK187)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard
- HASS 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places
(ACHASSK188)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- HASS 7: The influence of accessibility to services and facilities on the liveability of places
(ACHASSK189)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The influence of environmental quality on the liveability of places
(ACHASSK190)
- researching the effects of air and water pollution on the liveability of cities
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The influence of social connectedness and community identity on the liveability of places
(ACHASSK191)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe
(ACHASSK192)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including traditional owners (for example, developing bilingual signage or Indigenous garden projects in the local area)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation
(ACHASSK195)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- HASS 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHASSK197)
- identifying values shared by Australians and deciding which ones could also be considered universal values
- identifying how human rights values are consistent with Australian values
- HASS 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHASSK198)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- discussing how belonging to a religious or cultural group can provide a sense of belonging and how this group membership can shape an individual’s identity
- identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)
- discussing how stereotypes are linked with people’s cultural identity (for example, clothes, accent/language, media representations)
- considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region
- HASS 7: The ways consumers and producers interact and respond to each other in the market
(ACHASSK199)
- investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy, environment-friendly, organic or ethical products and services)
- exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
- considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services
- HASS 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHASSK200)
- explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants
- identifying ways short- and long-term personal financial objectives can be achieved (for example, through developing a budget and having a savings plan)
- explaining how financial records (for example, income statements, balance sheets, budgets and cash flow statements) inform business decision-making
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- HASS 7: Why individuals work, types of work and how people derive an income (ACHASSK202)
- exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Considering viewpoints – meanings and interpretations: For example – What was the choreographer’s stated intent for this dance? What ideas did you think the dance expressed?
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion
- exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- expressing responses using descriptive style-specific dance terminology
- accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- identifying the distinguishing stylistic features of different dances and considering how this can inform their choreography
- comparing dance styles in different artistic, social, environmental, historical and cultural contexts
- observing and identifying stylistic similarities and differences in both traditional and contemporary dances, for example, dances from Aboriginal people and Torres Strait Islander people and Asian communities
- investigating the development of dance styles and the influence of histories, societies, cultures and environments
- investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)
- Considering viewpoints – histories: For example – What historical forces and influences are evident in the dance work? How do the costumes and movements in this dance reflect the era in which it was created?
- recognising ethical issues including acknowledging sources and respecting the intellectual property rights of others in dance
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- investigating and researching starting points for drama, for example, using analysis of performance styles or evaluating their peers’ responses to questions about an issue or image
- working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- creating role and character by understanding and managing the underlying structure and intent of the drama
- developing techniques of dramatic forms according to their established conventions and traditions
- understanding human behaviour, emotions and empathy to convey roles and characters
- Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the drama?
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- planning, organising and rehearsing dramatic action to stage devised and scripted drama, for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect
- using feedback and evaluation when rehearsing, devising and scripting drama
- analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)
- interpreting and directing scripted drama and considering the use of design elements for theatrical effect
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- discussing how the elements of drama have been used in a performance they have seen
- Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the drama?
- accessing and researching directors’ works through real or virtual performances to analyse directors’ interpretations of scripted drama and considering implications for their own work
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- identifying the social, historical and cultural contexts of the forms and styles represented in their drama
- locating and exploring specific examples of contemporary Australian, Asian and other world drama
- describing the role of drama in different cultures and using this information when they plan their own drama
- Considering viewpoints – contexts: For example – What is the cultural context in which the drama was developed, or in which it is viewed, and what does it signify? How does this drama relate to its social context and that of its makers and audiences? What are the appropriate protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performance? What historical forces and influences are evident in the drama? How does this style of drama vary from those seen in other traditions and other parts of the world?
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- creating multiple representations of the same person, place or concept in different media and for different intentions
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- combining established genre conventions such as framing in still and moving image, sound in radio play or audiovisual artworks, and font size, shape and colour in print
- Considering viewpoints – forms and elements: For example – What elements define a genre? How can I create mood and setting through images/sound/framing?
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- investigating viewpoints when making decisions about how they will represent a theme, concept or idea, and considering media conventions and genres
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- discussing and documenting their choices of representation to strengthen meaning in their media artworks
- Considering viewpoints – philosophies and ideologies: For example – What ideological or political perspectives are evident in my artwork to engage a particular audience? What established behaviours or conventions have influenced the design of my artwork for a particular audience?
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution
- exploring genres such as narrative, non-narrative, experimental and documentary and making a trailer in a similar style
- telling a news story in print and for online publishing and discussing the differences in the structure of content, meaning and delivery between the two media
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media practice in online spaces?
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
- understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- surveying the programming of public sector versus private sector television and commenting on differences
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiencs; for example, games players, social media users, television viewers
- Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media practice in online spaces?
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- singing and recognising intervals and melodic patterns to extend music ideas in improvisation and composition
- Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece?
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- Considering viewpoints – meanings and interpretations: For example – Why does the same piece sound different when different musicians play it?
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- exploring technology as a tool for creating, notating, recording and sharing music ideas
- arranging a familiar piece into a different musical style by manipulating the elements of music
- Considering viewpoints – forms and elements: For example – What composition devices were used in your piece?
- creating an arrangement of a known melody
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style
- identifying and describing the features and performance practices that help determine a specific musical style or culture
- Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- identifying roles and responsibilities in music-making activities and contexts as both performer and audience member
- identifying personal preferences in the music they listen to and the reasons for them
- making judgements about music as audience members and articulating the reasons for them
- discussing different opinions and perspectives about music and strategies to improve and inform music making
- Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures
- Considering viewpoints – psychology: For example – Why and how does an artwork make you feel emotional? Can you apply a similar technique to your artwork?
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- combining, adapting and manipulating images and objects from several sources
- Considering viewpoints – forms: For example – Why did the artist choose this style of representation? What other forms and styles suit this message?
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles
- Considering viewpoints – meanings and interpretations: For example – Can you identify implied meaning from the symbols and codes within the artwork? What is a universal symbol that reflects contemporary youth culture, as you understand it? How important is it for symbols to translate across language?
- refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making
- discussing and documenting their choices of representation to strengthen meaning and viewpoints in their artwork
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Considering viewpoints – critical theories: For example – Can you identify explicit and implicit meanings in artworks? What metaphor could you use to enhance the meaning of your artwork?
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists
(ACAVAM120)
- imagining and refining their visual and spatial representations of the world, combining a variety of technologies
- problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
- Considering viewpoints – societies and cultures: For example – How does the context of time and place, culture and ideology influence the look and meaning of art in public spaces?
- developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
- annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- Considering viewpoints – histories: For example – How did one artist influence the work of another? What is your favourite art style? When and where did it originate?
- extending technical competence when using selected techniques, such as printmaking, brush techniques in painting, digital editing, shaping 3D forms
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- demonstrating awareness of safe studio practices, for example, designing safety posters, or producing film clips
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- Considering viewpoints – cultures: For example – How do artists from different cultures represent the concepts of Place/Country? Compare examples of street art found in Australia to street art from another country.
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- comparing and contrasting different representations and interpretations of Country/Place from a range of viewpoints and contexts, for example, researching and comparing the representation of Aboriginal and Torres Strait Islander Peoples and colonists in artworks from and about 1788
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
- Considering viewpoints – philosophies and ideologies: For example – Do the artist’s past experiences influence the work? Why do you prefer this form?
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
- considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- identifying needs and new opportunities for design and enterprise, for example promotion and marketing of designed solutions
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
- calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- recognising the need to increase food production using cost efficient, ethical and sustainable production techniques
- describing physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- recognising the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia when critiquing and exploring food and fibre production
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- planning and making quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques
- examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming vegetables
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying
- explaining how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food, for example the browning of cut fruit, the absorption of water when cooking rice
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
- considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- considering community needs when identifying opportunities for designing, for example gardens for a community centre, cost effective food service for a sport club
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- identifying factors that may hinder or enhance project development, for example intercultural understanding
- developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- developing criteria for success to evaluate the success of designed solutions in terms of aesthetics, functionality and sustainability
- considering how to improve technical expertise
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- identifying risks and how to avoid them when planning production
- investigating the time needed for each step of production
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
- explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
- comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
- recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
- recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
- explaining ways media elements are presented, for example the difference between embedded and linked media elements
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
- visualising data to create information, for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map
- applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
- modelling the attributes of real-world objects for a computer game
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- identifying features that make an effective game, such as storyline, goal, reward, gameplay and environment
- identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
- using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
- using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing and modifying digital solutions by implementing instructions contained in algorithms through programs
- developing a digital game that manipulates models of real-world objects
- programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
- comparing cloud-based information systems to client-based information systems
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander Peoples
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- discussing policies about the use of information systems in a range of settings, for example using mobile phones for learning and accessing social media websites at school
- organising the instructions and files in readiness for implementation of a solution, for example applying a file naming convention to all data files that are going to be used to create solutions
- documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures
- devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
- HPE 7-8: Investigate the impact of transition and change on identities
(ACPPS070)
- identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions and associated responsibilities
- examining how traditions and cultural practices influence personal and cultural identities
- examining online profiles and identities and developing strategies to promote safety in online environments
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
- understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
- analysing how their relationships influence behaviours and actions
- analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- exploring different viewpoints, practising being empathetic and considering alternative ways to respond
- recognising and interpreting emotional responses to stressful situations and proposing strategies for managing these responses
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- analysing the credibility of health messages conveyed by different sources in terms of bias, reliability and validity and applying credible information to health-related decisions
- practising ways to communicate concerns about their health to a variety of support people
- proposing ways to support others who are going through a challenging time
- developing health literacy skills while exploring and evaluating online health information that is aimed at assisting young people to address health issues
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
- HPE 7-8: Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
- identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
- promoting an understanding of minimal-impact outdoor recreation in the local area
- exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander Peoples and communities
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- exploring how kinship and extended-family structures in different cultures support and enhance health and wellbeing
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability and how resisting stereotypes can help students be themselves
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
- designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- performing a range of movements and analysing technique based on understanding of take-off, body position and landing
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- explaining how individual or team performance has improved through modifications to effort, space and time
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
- modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
- Hist 7: How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
- identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating
- Hist 7: The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
- listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
- using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)
- investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
- explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
- Hist 7: Physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002)
- describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- creating a graphic representation of the social structure of Egyptian society
- outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
- generating alternative explanations for the building of the pyramids at Giza
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
- explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
- Hist 7: The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129)
- examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
- Hist 7: Physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003)
- describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
- outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
- Hist 7: Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
- investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
- investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
- explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
- Hist 7: The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
- examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
- Hist 7: Physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there (ACDSEH004)
- describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion
(ACDSEH038)
- examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
- describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
- Hist 7: Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)
- investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
- describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
- reading accounts of contacts between Rome and Asian societies in the ancient period (for example, the visit of Chinese and Indian envoys to Rome in the time of Augustus, as described by the Roman historian Florus)
- Hist 7: The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
- examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
- Hist 7: Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
- describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)
- creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
- Hist 7: Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion
(ACDSEH044)
- creating a graphic representation of the social structure of Indian society
- explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
- examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
- Hist 7: The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
- examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
- Hist 7: Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)
- describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- creating a graphic representation of the social structure of Chinese society
- outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)
- explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
- Hist 7: The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
- examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
- posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
- identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
- Hist 7: Identify and locate relevant sources, using ICT and other methods (ACHHS208)
- compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
- using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
- identifying information within a source that can be used as evidence to support an interpretation
- Hist 7: Identify the origin and purpose of primary and secondary sources
(ACHHS209)
- responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
- discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
- differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- Hist 7: Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
- creating categories (that is, concepts) with which to organise information obtained from sources
- identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
- distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
- using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- Hist 7: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS212)
- identifying the possible meaning of images and symbols in primary sources
- identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
- Hist 7: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
- outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
- describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
- Hist 8: The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009)
- describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)
- Hist 8: Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture (ACDSEH053)
- describing Ottoman art and architecture (for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)
- Hist 8: Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
- outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
- explaining the tolerance of the Ottomans towards Christians and Jews
- Hist 8: The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
(ACDSEH055)
- investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
- Hist 8: The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH010)
- describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)
- Hist 8: Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056)
- describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking of Copernicus (for example, astronomy – seeing the sun as the centre of the universe); and the invention of the printing press
- investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
- Hist 8: Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples (ACDSEH057)
- explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts
- Hist 8: The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
- investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
- Hist 8: The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)
- outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
- Hist 8: The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007)
- locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
- describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)
- outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
- describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
- Hist 8: Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
- explaining the attacks on monasteries (for example, Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and reviewing the written accounts by monks that contributed to the Vikings’ reputation for pillage and violence
- explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
- investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
- Hist 8: The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049)
- outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
- comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
- Hist 8: The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
- describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- describing the features of castles and churches of the period (for example, Warwick Castle in England and Notre Dame Cathedral in Paris) as examples of the Church’s power in terms of its control of wealth and labour
- researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
- recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
- Hist 8: Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
- investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
- Hist 8: The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king ) (ACDSEH011)
- describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)
- Hist 8: Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060)
- explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
- Hist 8: Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)
- describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)
- Hist 8: Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
- exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
- Hist 8: The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012)
- describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)
- Hist 8: The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade (ACDSEH063)
- describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)
- explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- investigating the demand for available land and the patterns of land use in the period
- outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)
- describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
- outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
- Hist 8: The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island) (ACDSEH066)
- describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)
- Hist 8: Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
- explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
- evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
- Hist 8: The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) (ACDSEH014)
- describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)
- Hist 8: The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
- Hist 8: The extent of the Mongol expansion as one of the largest land empires in history (ACDSEH078)
- mapping the expansion of the Mongol empire across Asia and Europe
- describing the way of life in Mongolia and its incorporation into Chinese life (for example, agriculture – domestication of animals such as horses, camels and cattle; food – dried meat and yoghurt; and housing – yurts)
- Hist 8: The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes (ACDSEH079)
- explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)
- Hist 8: Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
- investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
- Hist 8: The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069)
- mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
- Hist 8: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)
- explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)
- Hist 8: The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
- using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
- investigating the effects of the Black Death on society (for example, labour shortages, peasant uprisings, the weakening of feudal structures and increased social mobility)
- categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
- Hist 8: Pre-Columbian life in the Americas, including social organisation, city life and beliefs (ACDSEH016)
- describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan
- Hist 8: When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
- explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure)
- Hist 8: The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074)
- describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan
- Hist 8: The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
- explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)
- Hist 8: Identify and locate relevant sources, using ICT and other methods (ACHHS151)
- compiling a list of different sources needed in an inquiry and their possible locations
- Hist 8: Identify the origin and purpose of primary and secondary sources
(ACHHS152)
- explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- creating categories to organise the information obtained from sources
- designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
- Hist 8: Draw conclusions about the usefulness of sources (ACHHS154)
- recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
- Hist 8: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS155)
- describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
- Hist 8: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)
- using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
- Geo 7: Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
- classifying resources into renewable, non-renewable and continuous resources, and investigating examples of each type
- describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- explaining how the movement of water through the environment connects places (for example, the melting of snow in spring feeding rivers and dams downstream)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- investigating the importance of environmental flows
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- using the concept of the water balance to compare the effects of rainfall, run-off and evaporation on the availability of water in Australia and other continents
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption)
- examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
- investigating whether the use of water in their place is sustainable
- investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterways, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
- examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Causes, impacts and responses to an atmospheric or hydrological hazard
(ACHGK042)
- explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods
- explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- discussing the concept of liveability and the ways it is measured and comparing objective measures such as transportation infrastructure with subjective measures such as people’s perceptions
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- examining the role transport plays in people’s ability to access services and participate in activities in the local area
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- researching the effects of air pollution on the liveability of cities
- explaining the importance of water quality to the liveability of places, now and into the future
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- discussing the different types of places where people can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or traditional owners (for example, developing bilingual signage or Indigenous garden projects in the local area)
- discussing the impact of housing density on the liveability of places
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- using a range of methods, including digital technologies, to plan and conduct an information search about the quantity and variability of water in Australia and another country from another continent
- Geo 7: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS048)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, surveys and interviews, or photographs) about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
- collecting geographical information from secondary sources (for example, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media)
- applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- considering the reliability of primary and secondary data by finding out how and when it was collected, by whom and for what purpose
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- constructing tables, graphs, maps and diagrams to represent the data collected about water scarcity and liveability of places
- creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- using aerial images of contrasting places to identify differences in housing density
- using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world (for example, countries of the Asia region or of the Pacific region)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
- presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- discussing the representation of landscapes in literature, song/music, film and art
- analysing the role of geomorphic landforms and landscapes in tourism (for example, the Grand Canyon in the USA or Uluru in Australia)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander Peoples
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- analysing the effects of erosion and sedimentation produced by human activities, including farming and recreation, on landscape quality
- examining the effects of mining and quarrying, and urban development, on landscape quality
- describing the effects of river regulation including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- identifying different views about the value of particular environments (for example, recreational, psychological, aesthetic and spiritual), and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
- investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including traditional owners, with an interest in its use or protection
- identifying the contribution of Aboriginal and Torres Strait Islander knowledge to the use and management of landforms and landscapes
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
- describing how the effects caused by geomorphological hazards are influenced by social, cultural and economic factors (for example, where people choose to live, poverty, and lack of infrastructure and resources to prepare and respond)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- discussing urbanisation as a shift in where, how and why people live where they do
- exploring the connections between urbanisation and economic and social opportunities
- examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- identifying and explaining the main types, patterns and trends of internal migration in Australia (for example, employment, lifestyle and retirement migration)
- examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- explaining that Aboriginal and Torres Strait Islander Peoples’ population mobility reflects attachment to a number of places through family, Country/Place, dispossession, relocation and employment
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- identifying and explaining the main types and patterns of international migration (for example, permanent migration, temporary labour migration, student migration, forced migration (including refugees) and family reunion)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- exploring the changing cultural diversity of the Australian population
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- exploring the arguments for and against a more balanced distribution of the urban population
- generating ideas on how to decentralise Australia’s urban population using Canberra as an example
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions on an area of focus in the geographical knowledge and understanding strand (for example, about types of landforms or reasons for urban settlements)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the causes and consequences of urbanisation)
- using a range of methods including digital technologies to plan and conduct an information search about reasons for and effects of internal migration in Australia
- Geo 8: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, surveys and interviews, or photographs) about the ways to protect significant landscapes
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, compound column graphs and population pyramids, reports, census data, digital images and the media)
- conducting ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- constructing tables and graphs of demographic or economic data for Australia or China
- creating annotated diagrams to show a landscape and its landforms
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
- presenting a report, supported by spatial technologies, to communicate a reasoned argument (for example, to advocate for actions to ensure that landscapes and seascapes can be managed sustainably for use by future generations)
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, urbanisation)
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- C&C 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources
- exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- C&C 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052)
- identifying values shared by Australians and deciding which ones could also be considered universal values
- identifying how human rights values are consistent with Australian values
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- discussing how stereotypes are linked with people’s cultural identity (for example, clothes, accent/language, media representations)
- considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region
- C&C 7: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS054)
- developing a key question such as ‘How does the law protect all individuals?’ and related questions to inform the investigation (for example, ‘What is the presumption of innocence?’)
- considering current events to generate ideas for research
- C&C 7: Identify, gather and sort information and ideas from a range of sources (ACHCS055)
- using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics
- categorising information under headings that are the focus for research
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- evaluating data from a survey to draw conclusions about a current event or issue
- C&C 7: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)
- identifying the influences or circumstances that may have informed different perspectives about a civics and citizenship issue
- identifying where there is a common understanding or points of agreement in a discussion as a basis for resolving a conflict or differences
- C&C 7: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS058)
- developing a plan of action that incorporates a consultation process to ensure a range of views are heard and people are provided with opportunities to respond
- C&C 7: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059)
- using appropriate terms and concepts such as rule of law, separation of powers and secular nation
- using digital technologies and graphic displays for a specific audience, purpose and context (for example, to argue the case for a constitutional change)
- C&C 7: Reflect on their role as a citizen in Australia’s democracy
(ACHCS060)
- recognising their own emotional reactions when interacting with people who are different from them
- raising awareness of different perspectives (for example, about sustainability challenges)
- C&C 8: How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
(ACHCK062)
- comparing the effectiveness of different forms of participation in Australia’s democracy
- exploring how elected representatives can advocate on behalf of citizens
- investigating examples where citizens have taken direct action such as organising a public demonstration or social media campaign
- analysing how opinion polls are conducted and the ways they are used in democratic debate
- exploring the different ways that citizens can participate in and support Australia’s democracy through their working lives, such as by serving in the armed services or as a reservist, teaching, representing Australia abroad as a diplomat or aid worker, or joining the police service or the public service
- C&C 8: How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)
- comparing some examples of statutes and common laws and the way they are made and outlining the hierarchy of these different types of laws (for example, that statutes will override the common law)
- distinguishing statutory and common law from executive law (delegated law) and identifying how the Houses of Parliament can disallow delegated legislation
- discussing examples of recent laws passed through parliaments that enact government policy
- C&C 8: Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
- investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
- examining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander Peoples and other Australians
- C&C 8: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
- examining personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
- exploring the extent of ethnic diversity in Australia
- C&C 8: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS068)
- developing complex and open-ended questions to explore a civics or citizenship topic such as ‘freedoms’ (for example, ‘What do our freedoms mean in practice?’ and ‘What do you consider to be the most important freedom?’)
- C&C 8: Identify, gather and sort information and ideas from a range of sources (ACHCS069)
- identifying sources offering different perspectives on an issue (for example, finding out about the recognition of Aboriginal and Torres Strait Islander customary law)
- collating a list of different sources of information and prioritising the list based on an assessment of usefulness and reliability
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- examining language choices in a range of texts to identify purpose, audience and reliability (for example, those used by candidates in an election campaign or by a lobby group)
- using a variety of sources to develop conclusions about Australian national identity
- C&C 8: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS071)
- using empathy to appreciate the influences or circumstances that may have informed different perspectives
- recognising assumptions in their own and other people’s thinking when mediating differences
- using culturally inclusive behaviours during class discussions and meetings
- C&C 8: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS072)
- participating in a simulation to achieve consensus (for example, a mock court case or parliamentary committee)
- working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)
- C&C 8: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS073)
- using appropriate terms and concepts such as ‘freedoms’, ‘responsibilities’, ‘statutory law’ and ‘customary law’
- creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)
- C&C 8: Reflect on their role as a citizen in Australia’s democracy
(ACHCS074)
- considering how personal experiences and circumstances influence their identity as a citizen and how they relate to others
- considering the factors that shape the way they meet their responsibilities as a citizen (for example, where they live)
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy options, environmentally friendly packaging or organic food)
- exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
- considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services
- investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)
- E&B 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- identifying ways short- and long-term personal financial objectives can be achieved, for example through developing a budget and having a savings plan
- explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants
- explaining how financial records such as income statements, balance sheets, budgets and cash flow statements inform business decision-making
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)
- exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- developing questions to form the basis of an economic or business investigation (for example, ‘Why do people work?’, ‘Why is it important to plan ways to achieve personal financial objectives?’, ‘Why are consumers and producers reliant on each other?’, ‘How can a business achieve success in the market?’)
- identifying the steps needed for an investigation and the resources needed
- E&B 7: Gather relevant data and information from a range of digital, online and print sources (ACHES022)
- identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- interpreting tables, charts and graphs containing economic or business data to identify trends (for example, to answer the question: ‘To what extent has the number of people in casual work increased?’)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work)
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- examining the trade-offs involved in making choices about how to earn an income (for example, working as an employee or owning your own business)
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with being a business owner)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- creating simple budgets to achieve specific financial goals and using digital and online tools to keep financial records in a ‘real-life’ context
- applying enterprising behaviours to a class activity (for example, by taking on a leadership role in a project, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- identifying links between entrepreneurial behaviour and successful businesses
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports
- using economics and business terms when presenting conclusions such as market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
- identifying who is involved in the market system in Australia and explaining how the market operates through the interactions of the participants (for example, household, business, finance, and government sectors)
- identifying different types of markets that operate in Australia such as retail markets, labour markets, financial markets, stock markets
- explaining how the interaction between buyers and sellers influences prices and how markets enable the distribution and allocation of resources (that is, how do businesses answer the questions of what to produce, how to produce and for whom to produce?)
- identifying examples of government involvement in the market through reallocation of resources, regulation of economic activity or redistribution of income (for example, providing some types of goods and services not being provided sufficiently by the market, such as health care)
- identifying reasons government intervenes in the market (for example, to improve economic performance and remedy market failure)
- E&B 8: The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
- exploring traditional practices that enabled fast and expansive exchange in technology, ideas and rare and valuable goods within and between Aboriginal and Torres Strait Islander communities (for example, through trade, songlines and ceremony), and how this reinforced personal and group relationships
- recognising that Aboriginal and Torres Strait Islander communities participate in contemporary markets (for example, employment, social contribution) and identifying the barriers to access to contemporary markets (for example, distance, poverty)
- investigating the innovative ways Aboriginal and Torres Strait Islander Peoples utilise their cultural knowledge in contemporary contexts in enterprising ways (for example, cultural tourism and other business ventures that harness traditional knowledge of art, medicines and food derived from the environment)
- E&B 8: Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- comparing different forms of business ownership (for example, sole proprietorship, partnership, corporation, cooperative, franchise)
- explaining why a person or group of people would choose to establish one type of business rather than another
- exploring different external factors that influence business opportunities, such as government and government policy, competitors in the market, demographics, technological innovations in production processes and product design, economic conditions, globalisation, and changing social attitudes and trends of the target market
- identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)
- exploring different internal factors that influence business opportunities, such as the product, location, resources, management and business culture including ability to be adaptable and demonstrate enterprising behaviours and skills
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes, casualisation of the workforce
- identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development, changing demography, corporate social responsibility and sustainability practices, changes to workplace laws
- predicting changes to work in the future and possible outcomes (for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- developing targeted questions to form the basis of an investigation of an economic or business issue or event (for example, ‘How are the prices of products determined through the interaction of participants in the market?’, ‘How should a business respond to an opportunity in the Australian market?’, ‘How are consumers’ rights and responsibilities protected when they make purchasing decisions?’)
- devising the steps needed for an investigation and modifying as required
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- organising and categorising data and/or information (for example, constructing a table showing the differences between types of businesses)
- accessing reliable information (for example, from departments of fair trading) to access advice on the rights and responsibilities of consumers and businesses, or finding information on strategies to resolve consumer and business disputes
- E&B 8: Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
- interpreting data in tables, charts and graphs to identify relationships (for example, correlations between the location of groups and access to work opportunities)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- applying informed decision-making skills to familiar and new situations (for example, helping the family decide what products they need to purchase during the week)
- applying enterprising behaviours to everyday activities (for example, by taking on a leadership role in a project, accepting responsibility for decisions made, or setting a goal for the week and developing a plan to achieve it)
- demonstrating an understanding of their rights as consumers when buying an item or returning it to the store
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)
- developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, market economy, market system, price setting, outsourcing, business ownership, rights and responsibilities
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
Elaborations only
- English 7: Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
- exploring languages and dialects through building webcam relationships with schools across Australia and Asia
- investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email
- English 7: Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)
- building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities
- developing dialogues authentic to characters in comics, cartoons and animations
- English 7: Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)
- responding to points of view by developing and elaborating on others’ responses
- building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgement of characters and their actions, and appreciation of the aesthetic qualities of text
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
- writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations
- English 7: Understand the use of punctuation to support meaning in complex sentences with prepositional phrases and embedded clauses (ACELA1532)
- discussing how qualifying statements add meaning to opinions and views in spoken texts
- English 7: Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)
- observing and discussing how a sense of certainty, probability and obligation is created in texts
- English 8: Understand how conventions of speech adopted by communities influence the identities of people in those communities (ACELA1541)
- understanding that our use of language helps to create different identities, for example teenage groups and sportspeople have adopted particular words or ways of speaking
- English 8: Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
- writing paragraphs of extended length that explain and substantiate a particular personal viewpoint
- English 8: Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
- identifying the meaning of a wide range of words, including technical and literary language in various contexts
- Maths 7: Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point
(ACMNA178)
- plotting points from a table of integer values and recognising simple patterns, such as points that lie on a straight line
- Maths 7: Construct sample spaces for single-step experiments with equally likely outcomes
(ACMSP167)
- discussing the meaning of probability terminology (for example probability, sample space, favourable outcomes, trial, events and experiments)
- distinguishing between equally likely outcomes and outcomes that are not equally likely
- Maths 7: Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
- defining and comparing prime and composite numbers and explaining the difference between them
- applying knowledge of factors to strategies for expressing whole numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of whole numbers by comparing their prime factorisation
- Maths 7: Investigate and use square roots of perfect square numbers (ACMNA150)
- investigating square numbers such as 25 and 36 and developing square-root notation
- investigating between which two whole numbers a square root lies
- Maths 7: Apply the associative, commutative and distributive laws to aid mental and written computation
(ACMNA151)
- understanding that arithmetic laws are powerful ways of describing and simplifying calculations
- Maths 7: Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line
(ACMNA152)
- exploring equivalence among families of fractions by using a fraction wall or a number line (for example by using a fraction wall to show that 2/3 is the same as 4/6 and 6/9)
- Maths 7: Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)
- investigating multiplication of fractions and decimals, using strategies including patterning and multiplication as repeated addition, with both concrete materials and digital technologies, and identifying the processes for division as the inverse of multiplication
- Maths 7: Round decimals to a specified number of decimal places (ACMNA156)
- using rounding to estimate the results of calculations with whole numbers and decimals, and understanding the conventions for rounding
- Maths 7: Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
- justifying choices of written, mental or calculator strategies for solving specific problems including those involving large numbers
- understanding that quantities can be represented by different number types and calculated using various operations, and that choices need to be made about each
- Maths 7: Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. (ACMNA158)
- using authentic problems to express quantities as percentages of other amounts
- Maths 7: Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving (ACMMG159)
- building on the understanding of the area of rectangles to develop formulas for the area of triangles
- establishing that the area of a triangle is half the area of an appropriate rectangle
- Maths 7: Calculate volumes of rectangular prisms (ACMMG160)
- investigating volumes of cubes and rectangular prisms and establishing and using the formula V = l × b × h
- understanding and using cubic units when interpreting and finding volumes of cubes and rectangular prisms
- Maths 7: Describe translations, reflections in an axis and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181)
- describing patterns and investigating different ways to produce the same transformation such as using two successive reflections to provide the same result as a translation
- experimenting with, creating and re-creating patterns using combinations of reflections and rotations using digital technologies
- Maths 7: Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)
- identifying side and angle properties of scalene, isosceles, right-angled and obtuse-angled triangles
- Maths 7: Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral
(ACMMG166)
- using concrete materials and digital technologies to investigate the angle sum of a triangle and quadrilateral
- Maths 7: Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal
(ACMMG163)
- defining and classifying pairs of angles as complementary, supplementary, adjacent and vertically opposite
- Maths 8: Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
- evaluating numbers expressed as powers of positive integers
- Maths 8: Investigate the concept of irrational numbers, including π (ACMNA186)
- understanding that the real number system includes irrational numbers
- Maths 8: Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)
- applying the distributive law to the expansion of algebraic expressions using strategies such as the area model
- Maths 8: Factorise algebraic expressions by identifying numerical factors (ACMNA191)
- recognising the relationship between factorising and expanding
- identifying the greatest common divisor (highest common factor) of numeric and algebraic expressions and using a range of strategies to factorise algebraic expressions
- Maths 8: Simplify algebraic expressions involving the four operations (ACMNA192)
- understanding that the laws used with numbers can also be used with algebra
- Maths 8: Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)
- completing a table of values, plotting the resulting points and determining whether the relationship is linear
- finding the rule for a linear relationship
- Maths 8: Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195)
- choosing units for area including mm
- recognising that the conversion factors for area units are the squares of those for the corresponding linear units
- recognising that the conversion factors for volume units are the cubes of those for the corresponding linear units
- Maths 8: Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (ACMMG196)
- establishing and using formulas for areas such as trapeziums, rhombuses and kites
- Maths 8: Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area
(ACMMG197)
- investigating the circumference and area of circles with materials or by measuring, to establish an understanding of formulas
- investigating the area of circles using a square grid or by rearranging a circle divided into sectors
- Maths 8: Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume
(ACMMG198)
- investigating the relationship between volumes of rectangular and triangular prisms
- Maths 8: Define congruence of plane shapes using transformations (ACMMG200)
- understanding the properties that determine congruence of triangles and recognising which transformations create congruent figures
- establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
- Maths 8: Develop the conditions for congruence of triangles (ACMMG201)
- investigating the minimal conditions needed for the unique construction of triangles, leading to the establishment of the conditions for congruence (SSS, SAS, ASA and RHS)
- solving problems using the properties of congruent figures
- Maths 8: Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)
- identifying situations where data can be collected by census and those where a sample is appropriate
- Science 7: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS130)
- identifying data which provides evidence to support or negate the hypothesis under investigation
- Science 7: Classification helps organise the diverse group of organisms (ACSSU111)
- considering the reasons for classifying such as identification and communication
- grouping a variety of organisms on the basis of similarities and differences in particular features
- considering how biological classifications have changed over time
- classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species
- Science 7: Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
- classifying organisms of an environment according to their position in a food chain
- recognising the role of microorganisms within food chains and food webs
- investigating the effect of human activity on local habitats, such as deforestation, agriculture or the introduction of new species
- exploring how living things can cause changes to their environment and impact other living things, such as the effect of cane toads
- researching specific examples of human activity, such as the effects of palm oil production in Sumatra and Borneo
- Science 7: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
- recognising the differences between pure substances and mixtures and identifying examples of each
- identifying the solvent and solute in solutions
- investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
- exploring and comparing separation methods used in the home
- Science 7: Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
- investigating natural phenomena such as lunar and solar eclipses, seasons and phases of the moon
- comparing times for the rotation of Earth, the sun and moon, and comparing the times for the orbits of Earth and the moon
- explaining why different regions of the Earth experience different seasonal conditions
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- considering what is meant by the term ‘renewable’ in relation to the Earth’s resources
- considering timescales for regeneration of resources
- comparing renewable and non-renewable energy sources, including how they are used in a range of situations
- considering the water cycle in terms of changes of state of water
- investigating factors that influence the water cycle in nature
- exploring how human management of water impacts on the water cycle
- Science 7: Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)
- investigating the effects of applying different forces to familiar objects
- investigating common situations where forces are balanced, such as stationary objects, and unbalanced, such as falling objects
- investigating a simple machine such as lever or pulley system
- exploring how gravity affects objects on the surface of Earth
- considering how gravity keeps planets in orbit around the sun
- Science 7: Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119)
- investigating how advances in telescopes and space probes have provided new evidence about space
- researching different ideas used in the development of models of the solar system developed by scientists such as Copernicus, Khayyám and Galileo
- researching developments in the understanding of astronomy, such as the predictions of eclipses and the calculation of the length of the solar year by Al‑Battani in the tenth century
- Science 7: Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
- considering how water use and management relies on knowledge from different areas of science, and involves the application of technology
- identifying the contributions of Australian scientists to the study of human impact on environments and to local environmental management projects
- studying transnational collaborative research in the Antarctic
- Science 7: Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)
- relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
- considering issues relating to the use and management of water within a community
- considering decisions made in relation to the recycling of greywater and blackwater
- considering how human activity in the community can have positive and negative effects on the sustainability of ecosystems
- investigating ways to control the spread of the cane toad
- Science 7: People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
- investigating everyday applications of physical separation techniques such as filtering, sorting waste materials, reducing pollution, extracting products from plants, separating blood products and cleaning up oil spills
- investigating how advances in science and technology have been applied to the treatment of water in industrial and household systems
- researching the different scientific responses to the rabbit plagues in Australian agricultural areas
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- identifying any ethical considerations that may apply to the investigation
- Science 8: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)
- describing measures of central tendency and identifying outliers for quantitative data
- Science 8: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS234)
- deciding whether or not to accept claims based on scientific evidence
- identifying where science has been used to make claims relating to products and practices
- Science 8: Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)
- examining a variety of cells using a light microscope, by digital technology or by viewing a simulation
- distinguishing plant cells from animal or fungal cells
- identifying structures within cells and describing their function
- recognising that some organisms consist of a single cell
- recognising that cells reproduce via cell division
- describing mitosis as cell division for growth and repair
- Science 8: Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)
- identifying the organs and overall function of a system of a multicellular organism in supporting the life processes
- describing the structure of each organ in a system and relating its function to the overall function of the system
- examining the specialised cells and tissues involved in structure and function of particular organs
- comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and mammals
- distinguishing between asexual and sexual reproduction
- comparing reproductive systems of organisms
- Science 8: Properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
- explaining why a model for the structure of matter is needed
- modelling the arrangement of particles in solids, liquids and gases
- using the particle model to explain observed phenomena linking the energy of particles to temperature changes
- Science 8: Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
- modelling the arrangement of particles in elements and compounds
- recognising that elements and simple compounds can be represented by symbols and formulas
- Science 8: Chemical change involves substances reacting to form new substances (ACSSU225)
- identifying the differences between chemical and physical changes
- identifying evidence that a chemical change has taken place
- investigating simple reactions such as combining elements to make a compound
- recognising that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use
- Science 8: Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)
- representing the stages in the formation of igneous, metamorphic and sedimentary rocks, including indications of timescales involved
- identifying a range of common rock types using a key based on observable physical and chemical properties
- recognising that rocks are a collection of different minerals
- considering the role of forces and energy in the formation of different types of rocks and minerals
- recognising that some rocks and minerals, such as ores, provide valuable resources
- Science 8: Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)
- recognising that kinetic energy is the energy possessed by moving bodies
- recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy
- investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature
- recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
- using flow diagrams to illustrate changes between different forms of energy
- Science 8: Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
- investigating developments in the understanding of cells and how this knowledge has impacted on areas such as health and medicine
- discovering how people’s understanding of the nature of matter has changed over time as evidence for particle theory has become available through developments in technology
- considering how the idea of elements has developed over time as knowledge of the nature of matter has improved
- investigating the development of the microscope and the impact it has had on the understanding of cell functions and division
- Science 8: Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)
- investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
- considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled medical science to replace or repair organs
- researching the use of reproductive technologies and how developments in this field rely on scientific knowledge from different areas of science
- Science 8: Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)
- investigating requirements and the design of systems for collecting and recycling household waste
- investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
- investigating how energy efficiency can reduce energy consumption
- investigating the development of vehicles over time, including the application of science to contemporary designs of solar-powered vehicles
- discussing ethical issues that arise from organ transplantation
- Science 8: People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
- describing how technologies have been applied to modern farming techniques to improve yields and sustainability
- describing the impact of plant cloning techniques (asexual production) in agriculture such as horticulture, fruit production and vineyards
- investigating the role of science in the development of technology important to the economies and communities of the Asia–Pacific regions, for example car manufacture, earthquake prediction and electronic optics
- recognising the role of knowledge of the environment and ecosystems in a number of occupations
- considering how engineers improve energy efficiency of a range of processes
- recognising the role of knowledge of cells and cell divisions in the area of disease treatment and control
- investigating how scientists have created new materials such as synthetic fibres, heat-resistant plastics and pharmaceuticals
- Science 8: Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)
- identifying and explaining the differences between controlled, dependent and independent variables
- HASS 7: The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia
(ACHASSK164)
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts*
- HASS 7: The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
(ACHASSK165)
- exploring an early example of art (for example, the 17 000 BCE great bull paintings from the Lascaux Cave in France) and discussing why they might have been painted
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts Use language to interact with others*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Key features of ancient societies (farming, trade, social classes, religion, rule of law)
(ACHASSK166)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Executive, the houses of parliament and the division of powers
(ACHASSK193)
- identifying the principles of representative and responsible government that underpin the Australian Constitution
- identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the High Court and other federal courts)
- describing the role of the Governor-General and the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
- exploring the concept of the separation of powers between the Legislature, Executive and Judiciary and how it seeks to prevent the excessive concentration of power
- discussing how ministers are subject to the scrutiny of other Members of the Parliament led by an officially recognised opposition
- using an issue (for example, sustainable water management, education or health) to explore the division of powers between state/territory and federal levels of government, and identifying the way that conflicts between state laws and Commonwealth laws are resolved
- HASS 7: The process for constitutional change through a referendum
(ACHASSK194)
- describing the process by which referendums to change the Australian Constitution are initiated and decided
- exploring examples of attempts to change the Australian Constitution by referendum (for example, the successful vote on the
- discussing the advantages and disadvantages of having a Constitution that can only be amended by referendum
- HASS 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHASSK196)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources
- appreciating the cultural and historical foundations of Australia’s Christian heritage
- exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- HASS 7: Characteristics of entrepreneurs and successful businesses (ACHASSK201)
- investigating well-known or familiar successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, innovation and enterprise)
- observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)
- Dance 7-8: Practise and refine technical skills in style-specific techniques (ACADAM015)
- Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including Asia, Europe and the USA?
- analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
- analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, and video or audio recording, securing permission where appropriate
- reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance
- responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary, musical theatre and hip hop (including Asian examples)
- using evaluation and rehearsal strategies to enhance confidence, clarity of movement, projection, focus and musicality in performance
- linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- Considering viewpoints – evaluations: For example – How successful was the choreographer in expressing his/her stated intent clearly to the audience? How well did the dancers use expressive skills in the performance?
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
- Considering viewpoints – evaluations: For example – How successful was the director in expressing the intent clearly to the audience? How well did the performers create role or character and use expressive skills?
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- performing roles using conventions relevant to the performance style
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- performing the role within the underlying dramatic structure
- Media 7-8: Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
- promoting a school event through different media and online formats, making decisions about time, technological access, and ethical and economic constraints
- distributing a media artwork designed to engage a specific audience and using appropriate rights and permissions to upload to the internet, for example, distributing a music video they have made
- justifying their choices for distribution of media artworks for a particular audience
- understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people
- Considering viewpoints – societies and cultures: For example – What features have been omitted or exaggerated in a stereotype? What are the differences between the private sector and the public sector television programming?
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- Considering viewpoints – societies, cultures and histories: For example – What is the social context of this piece and for whom would it be performed? What is the cultural context of this piece and what does it signify? What instruments and other features of the music indicate it is from a particular time and place?
- considering and investigating techniques for stylistic features when rehearsing
- practising interpretation of notation in a range of known and unknown repertoire
- Music 7-8: Perform and present a range of music, using techniques and expression appropriate to style
(ACAMUM096)
- using the features and performance practices to interpret a specific musical style
- Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece? What composition devices were used in your piece?
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- examining scenarios to highlight how emotions, dispositions and decision-making can affect outcomes
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- travelling, marking and intercepting to achieve and retain possession
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- HPE 7-8: Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
- adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
- reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
- Hist 7: Sequence historical events, developments and periods (ACHHS205)
- identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 7: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)
- creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
- Hist 8: Sequence historical events, developments and periods (ACHHS148)
- placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
- Hist 8: Use historical terms and concepts (ACHHS149)
- understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
- Hist 8: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
- creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
- Geo 7: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world
- Geo 8: Different types of landscapes and their distinctive landform features (ACHGK048)
- identifying different types of landscapes (for example, coastal, riverine, arid, mountain and karst) and describing examples from around the world, including Antarctica
- identifying some iconic landscapes in Australia and the world, and describing what makes them iconic
- describing some of the different types of landforms within a landscape
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- describing the influence of folding, faulting or volcanism on a chosen landform
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- Geo 8: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
- creating a map showing geomorphological features by using data from Geoscience Australia, or demographic statistics from census data, using a spatial technologies application
- using the Global Positioning System (GPS) to make a map of the features of a landform
- C&C 7: The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Executive, the Houses of Parliament, and the division of powers
(ACHCK048)
- exploring the concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power
- using an issue such as water management, education or health to explore the division of powers between state/territory and federal levels of government and identifying the way that conflicts between state laws and Commonwealth laws are resolved
- describing the role of the Governor-General, the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
- C&C 7: The process for constitutional change through a referendum
(ACHCK049)
- describing the process by which referendums to change the Australian Constitution are initiated and decided
- exploring examples of attempts to change the Australian Constitution by referendum (for example, the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999)
- C&C 8: The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061)
- explaining how each freedom supports active participation in Australia’s democracy
- discussing how and why ‘the bounds of law’ can limit these freedoms
- considering the circumstances that can lead to dissent in a democracy
- C&C 8: The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law
(ACHCK064)
- explaining the difference between criminal law and civil law
- considering the significance of customary law for Aboriginal and Torres Strait Islander Peoples
- C&C 8: The values and beliefs of religions practised in contemporary Australia, including Christianity (ACHCK065)
- identifying Christian traditions that have influenced the development of Australian society, democracy and law
- identifying the values and beliefs of religions practised in contemporary Australia (for example, Christianity, Judaism, Buddhism, Islam, Hinduism)
- E&B 7: Characteristics of entrepreneurs and successful businesses (ACHEK019)
- investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and enterprise)
- observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- distinguishing the difference between rights and responsibilities and creating a list of the rights and responsibilities of consumers and businesses
- investigating the ways the rights of consumers are protected through the law (for example, warranties, cooling off periods)
- identifying examples of how businesses are required by government to protect the safety of consumers (for example, mandatory and voluntary standards, product safety recalls)
Level 6: clarify complex information and ideas drawn from a range of sources
Content descriptions
- English 9: Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- English 9: Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
- English 9: Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
- identifying and analysing aspects of rhetoric in speeches drawn from contemporary and earlier contexts and students creating speeches of their own
- English 9: Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
- English 9: Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
- reviewing historical fiction or nonfiction written by and about the peoples of Asia
- analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues
- English 9: Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text
(ACELT1771)
- interrogating and making judgements about a text, comparing others’ ideas against the student’s own and reaching an independent decision or shared consensus about the interpretations and ideas expressed
- English 9: Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context
(ACELT1634)
- reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
- discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
- exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)
- English 9: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
- English 9: Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
- comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
- examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
- exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
- English 9: Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
- evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
- English 9: Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
- identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
- reflecting on the notion that all texts build on a body of prior texts in a culture
- analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- identifying and commenting on omissions of information in different texts
- exploring and identifying moral and ethical dimensions of an issue represented in different texts, and how these align or contradict with personal and others’ perspectives
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- choosing vocabulary, spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification to meet the perceived audience needs
- selecting voice effects such as tone, volume, pitch and pace for their specific effects, such as putting forward a point of view or attempting to persuade an audience to a course of action
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- evaluating techniques used to construct plot and create emotional responses such as comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue
- identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified points with examples
- English 9: Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
- English 9: Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- identifying or commenting on the author’s approaches and use of techniques, design, form and style
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- presenting arguments that advance opinions, justify positions, and make judgements in order to persuade others about issues such the importance of maintaining balance in the biosphere
- creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 9: Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
- exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
(ACELT1815)
- creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
- using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
- identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
- selecting subject matter and language to position readers to accept representations of people, events, ideas and information
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, activating prior knowledge to assess the credibility of a speaker’s assertions, and summarising alternative views on an issue
- English 10: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- assessing the impact of hyperlinked text in a website’s navigation
- using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
- English 10: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- designing a webpage that combines navigation, text, sound and moving and still images for a specific audience
- Maths 9: Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
- identifying direct proportion in real-life contexts
- Maths 9: Solve problems involving simple interest
(ACMNA211)
- understanding that financial decisions can be assisted by mathematical calculations
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra
- Maths 9: Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
- Maths 9: Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
- connecting the volume and capacity of a cylinder to solve authentic problems
- Maths 9: Solve problems involving the surface area and volume of right prisms (ACMMG218)
- solving practical problems involving surface area and volume of right prisms
- Maths 9: Solve problems using ratio and scale factors in similar figures (ACMMG221)
- establishing the relationship between areas of similar figures and the ratio of corresponding sides (scale factor)
- Maths 9: Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
- investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste
- Maths 9: Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)
- comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia
- Maths 9: Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)
- comparing means, medians and ranges of two sets of numerical data which have been displayed using histograms, dot plots, or stem and leaf plots
- Maths 10: Solve simple quadratic equations using a range of strategies (ACMNA241)
- using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula and choosing two integers with the required product and sum
- Maths 10: Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)
- recognising that an event can be dependent on another event and that this will affect the way its probability is calculated
- Maths 10: Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)
- investigating data in different ways to make comparisons and draw conclusions
- Maths 10: Use scatter plots to investigate and comment on relationships between two numerical variables (ACMSP251)
- using authentic data to construct scatter plots, make comparisons and draw conclusions
- Maths 10: Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)
- investigating biodiversity changes in Australia since European occupation
- constructing and interpreting data displays representing bivariate data over time
- Maths 10: Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data
(ACMSP253)
- investigating the use of statistics in reports regarding the growth of Australia’s trade with other countries of the Asia region
- evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole
- Maths 10A: Define rational and irrational numbers and perform operations with surds and fractional indices
(ACMNA264)
- understanding that the real number system includes irrational numbers
- extending the index laws to rational number indices
- Maths 10A: Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)
- investigating the relationship between exponential and logarithmic expressions
- simplifying expressions using the logarithm laws
- Maths 10A: Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)
- investigating the relationship between algebraic long division and the factor and remainder theorems
- Maths 10A: Solve simple exponential equations (ACMNA270)
- investigating exponential equations derived from authentic mathematical models based on population growth
- Maths 10A: Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)
- applying transformations, including translations, reflections in the axes and stretches to help graph parabolas, rectangular hyperbolas, circles and exponential functions
- Maths 10A: Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation
(ACMNA268)
- investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors
- Maths 10A: Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)
- writing quadratic equations that represent practical problems
- Maths 10A: Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
- using formulas to solve problems
- using authentic situations to apply knowledge and understanding of surface area and volume
- Maths 10A: Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
- Maths 10A: Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies (ACMMG274)
- establishing the symmetrical properties of trigonometric functions
- investigating angles of any magnitude
- understanding that trigonometric functions are periodic and that this can be used to describe motion
- Maths 10A: Solve simple trigonometric equations (ACMMG275)
- using periodicity and symmetry to solve equations
- Maths 10A: Investigate reports of studies in digital media and elsewhere for information on their planning and implementation (ACMSP277)
- evaluating the appropriateness of sampling methods in reports where statements about a population are based on a sample
- evaluating whether graphs in a report could mislead, and whether graphs and numerical information support the claims
- Maths 10A: Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278)
- using the standard deviation to describe the spread of a set of data
- using the mean and standard deviation to compare numerical data sets
- Maths 10A: Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279)
- investigating different techniques for finding a ‘line of best fit’
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
- exploring use of elements of dance in different dance styles, including those from other cultures and times, as a stimulus for improvisation
- developing a personal movement vocabulary by combining elements of dance with finding new ways of moving, and establishing a personal style
- investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences
- Considering viewpoints – meanings and interpretations: For example – What meanings are intended by the choreographer?
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- improvising with the elements of dance and analysing movement choices to reflect their individuality and to clarify their choreographic intent
- Considering viewpoints – forms and elements: For example – How have the elements of space and dynamics been manipulated in your work to convey your ideas?
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- considering the feedback received from others to develop objective self-evaluation skills and assess if they have been successful in conveying their choreographic intent
- recognising personal capabilities and identifying next steps needed to improve and refine choreographing and performing
- responding to other students’ dances to provide feedback
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Dance 9-10: Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
- investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
- Considering viewpoints – histories: For example – What historical influences have impacted on this dance?
- considering how global trends in dance influence the development of dance in Australia
- identifying the impact of media and social and technological changes on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
- investigating the practices and traditions in dance and how people are influenced by their histories, societies, cultures and environments
- exploring dance from different viewpoints, for example, analysing philosophies and ideologies that inform dance making in various societies and cultures
- Considering viewpoints – philosophies and ideologies: For example – What political statement is this dance work making?
- identifying how research and new ideas might enhance their own creating and performing practices
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
- exploring the implied or underlying aspects of character and dramatic action
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Considering viewpoints – contexts: For example – How does the drama relate to its social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences have impacted on this drama? How are global trends in drama influencing Australian drama?
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- identifying and describing the actor–audience relationship in different dramatic contexts, forms and styles
- linking conventions from different forms and styles with purposes, origins and contexts
- Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?
- experimenting with images, sounds and text to develop representations of current social issues
- exploring the communication of cultural and social values in Australian music videos, such as those by Aboriginal and Torres Strait Islander artists, for consideration in their own work
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- Considering viewpoints – societies and cultures: For example – What social or cultural issue can I represent in my computer game?
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
- comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
- deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of media artworks
- research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
- explore the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
- identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- using aural skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
- improvising with instrumentation, dynamics and expressive techniques to develop the texture of a composition
- experimenting with layering of sound to develop a personal style in improvisation and composition
- applying an aural understanding of key and tonality when improvising and composing
- exploring use of elements of music in different music styles, including those from other cultures and times, as a stimulus for improvisation
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- Considering viewpoints – meanings and interpretations: For example – How do changes in instrumentation and orchestration affect the interpretation of this piece?
- creating symbols and using varied traditional and invented notation and technology to communicate how they used the elements of music in composition
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- planning, recording and communicating ideas in different musical styles, including Australian music by Aboriginal and Torres Strait Islander artists, using specialised notation and terminology
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- Considering viewpoints – psychology: For example – How does music used in games or film influence and stimulate an emotional response in an audience?
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles
- listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music
- comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- Considering viewpoints – societies: For example – How is this piece typical of the social context in which it was created? cultures: How are the elements of music used in this piece to convey a cultural identity? histories: What historical forces and influences are evident in this work?
- evaluating the use of the elements of music when listening to and interpreting music
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- discussing the influence of music on the development of personal and cultural identity
- Considering viewpoints – critical theories: For example – How has the rise of technology changed the nature of music? How has technology impacted on audiences, the music industry and the way we consume music?
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- developing representations by combining and adapting materials, techniques, technologies and art making processes
- exploring and applying ideas inspired by the style of other artists in their own artworks
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- Considering viewpoints – societies and cultures: For example – Can you understand and explain why the artist has developed their representation in this way? How can you represent homelessness in a way that is globally recognised?
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- Considering viewpoints – psychology: For example – Why and how do you feel empathy for the character? How far could you reduce your work without losing meaning?
- using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- Considering viewpoints – forms: For example – If it was made from different material or be produced in a different form, would the meaning of the artwork change?
- applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- Considering viewpoints – philosophies and ideologies: For example – How does this artwork change your opinion on this issue? What art theory would you use to analyse this work?
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- Considering viewpoints – institutions: For example – Who sponsored this work? If you were commissioned to make an artwork for a commercial business, what would you want to know in order to produce what they want? Would you compromise your beliefs to complete a commissioned artwork?
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- Considering viewpoints – societies and cultures: For example Identify different viewpoints in these two interpretations of an historical event. How would you use symbolic images or objects to pass on advice about the environment to your future children?
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- Considering viewpoints – evaluations: For example – Who would you like to judge the success of your artwork? Why?
- working individually and/or collaboratively with others to test and document audience reactions to selected artworks, for example, a selection of artworks that represent different aspects of persuasion
- Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?
- investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- analysing the role of visual arts as a means of challenging prevailing issues of traditional and contemporary relevance, for example, the availability of resources for future generations
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- Considering viewpoints – critical theories: For example – Do you agree with the artist’s point of view? Give reasons for your view.
- considering the responsibilities of visual arts practitioners when making commentaries about social, environmental and sustainability issues
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
- considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
- explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- considering how creativity, innovation and enterprise contribute to how products, services and environments evolve, for example how designers use biomimicry, the ways plant and animal adaptations can be copied to solve human challenges, such as the Japanese building Sendai Mediatheque based on seaweed-like tubes
- exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
- explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park
- predicting the impact of emerging technologies for preferred futures
- constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
- recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites
- examining and explaining the interaction between material properties and function of a common system, such as car brakes
- analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
- calculating forces, reactions and loads in structures
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
- investigating the interdependence of plants and animals in food and fibre production
- examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
- taking account of animal welfare considerations in food and fibre production enterprises
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices
- determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food service
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- critiquing the design of an existing product to identify environmental consequences of material selection
- justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet
- critiquing product manufacturing processes in relation to society, ethics, and sustainability factors, for example a mechanised entertainment system; an interactive multimedia product to teach a concept to a student in a country in Asia
- critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility
- critiquing environments in relation to preferred futures in relation to society, ethics and sustainability practices, for example the refurbishment of a local playground; the re-design of a local wetland
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- considering the needs of community groups to identify rich design tasks
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- re-imagining designs to feature emerging technologies
- considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- explaining safe working practices required for a specific classroom design project for individual or community use
- modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- producing, explaining and interpreting drawings; and planning production timelines using digital technologies
- creating production flowcharts using digital technologies to ensure efficient, safe and sustainable sequences
- establishing materials and equipment needs using digital technologies such as spreadsheets
- collaborating to develop production plans for equitable distribution of work
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- explaining how an operating system manages the relationship between hardware, applications and system software
- comparing the similarities and differences of two common operating systems
- identifying how changes to the configuration of an operating system change the operation of hardware and software components in a networked digital system
- explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer
- investigating the operation and use of robotic process control systems
- explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- explaining how simple compression schemes reduce the size of repetitive data, for example how run length encoding reduces the size of images
- explaining the difference between lossy and lossless compression, for example the difference between JPEG and PNG images
- explaining codecs for audio-visual compression, for example common codecs for video formats
- generating a layout or report in a database or applying a style sheet to a web page
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- developing strategies and techniques for capturing accurate and usable qualitative and quantitative data of different formats, for example using text entry for open-ended questions to acquire qualitative data; using radio buttons or checkboxes for closed questions to acquire quantitative data
- identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam systems
- developing strategies to ensure the privacy and security of survey data, for example using numbers rather than names as identifiers; password protecting files to reduce risks of modifying data and using CAPTCHA™ to confirm human responses
- extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
- simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
- documenting the attributes of complex objects and processes using a data dictionary
- interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- recognising that different algorithms can solve a problem with different trade-offs
- tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- coding separate modules that perform discrete functions but collectively meet the needs of the solution
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- considering different algorithms and selecting the most appropriate based on the type of problem, for example choosing appropriate algorithms for particular problems
- selecting different types of data structures such as an array, record and object to model structured data
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- managing and modifying the development of a solution, for example using software to record and monitor project tasks, responsibilities and timeframes and to organise continuous opportunities to review progress with collaborative partners and to conduct regular unit testing
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, abilities, gender, sexuality, food, physical activity, sexual health, drugs and/or risk-taking behaviours
- examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
- analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans
- assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- examining policies and processes for ensuring safe blood practices when participating in physical activities
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- examining local fast-food options, making healthy selections and advocating healthy choices to peers
- exploring external influences on sexuality and sexual health behaviours, and recognising the impact that decisions and actions can have on own and others’ health and wellbeing
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating the characteristics of positive, respectful relationships and the rights and ethical responsibilities of individuals in relationships
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- examining actions to take greater responsibility in relation to their own health
- critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- developing and implementing proposals to enhance the wellbeing of staff and students in the school
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- examining social, cultural and economic factors that influence the health behaviours of people in their community
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- critically analysing messages about being male or female in popular culture and considering the impact these might have on individual and community health and wellbeing
- critiquing media representations of diverse people and analysing what makes (or could make) the representations inclusive
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
- creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- analysing how equitable participation in group activities can influence outcomes in physical activity
- investigating the impact of performance-enhancing drugs on individuals and sporting codes
- Hist 9: the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015)
- Hist 9: The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (ACDSEH017)
- explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
- identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
- identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
- Hist 9: The population movements and changing settlement patterns during this period (ACDSEH080)
- examining changes to the population statistics of major cities during this period
- investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
- Hist 9: The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
- describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
- investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
- Hist 9: The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
- describing the impact of factories, mines and cities on the environment, and on population growth and distribution
- outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
- Hist 9: The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019)
- explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
- Hist 9: Reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
- investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
- Hist 9: The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087)
- explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book
- Hist 9: The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088)
- assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
- Hist 9: The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
- mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
- explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
- Hist 9: Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
- investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
- Hist 9: Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
- investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
- describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
- investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
- Hist 9: Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
- identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
- Hist 9: The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism
(ACDSEH142)
- investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
- Hist 9: The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141)
- describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
- investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
- Hist 9: Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
- outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, ‘The Mongolian Octopus’)
- Hist 9: Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090)
- identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
- describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
- Hist 9: Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)
- explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
- examining the key features of and British and Western influences on Australia’s system of government including the Westminster System and Federalism
- investigating the factors that led to the
- Hist 9: Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
- investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
- Hist 9: An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
- investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
- Hist 9: The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
- identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
- using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
- exploring the experiences of Aboriginal and Torres Strait Islander people during the war
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
- investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
- identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
- studying the first and second referenda on conscription, including the division within the Labor Party over this issue
- explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
- investigating the short- and long-term impact of World War I on the role of women in Australia
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
- representing the relationship between events in different times and places using interactive timelines
- placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- developing questions about aspects of the past that require historical argument
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
- Hist 9: Identify and locate relevant sources, using ICT and other methods (ACHHS168)
- locating historical sources from archives, museums and online collections
- Hist 9: Identify the origin, purpose and context of primary and secondary sources
(ACHHS169)
- explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS171)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- investigating the role of human agency in historical events and developments
- analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- recognising that historical interpretations may be provisional
- examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 10: Overview of the causes and course of World War II (ACDSEH024)
- outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
- identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
- identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
- Hist 10: Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)
- explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023)
- describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s HV Evatt
- Hist 10: Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)
- describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)
- describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)
- identifying sports that were popular in Australia such as football, horse racing, cricket
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
- Hist 10: Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122)
- identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)
- describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)
- describing the main features of a government policy that affected migration to Australia, such as the
- explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the
- Hist 10: The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146)
- describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028)
- outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including the concept of ‘sustainability’ (ACDSEH126)
- recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
- explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and productive over time; and rights of nature – recognition that humans and their natural environment are closely interrelated)
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first Great Barrier Reef Outlook Report (2009)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
- using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- developing questions about aspects of the past that require historical argument
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Hist 10: Identify and locate relevant sources, using ICT and other methods (ACHHS186)
- locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
- recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for ‘significance of Kokoda’)
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- using data from immigration records and processing them using ICT to identify historical trends over time
- explaining the context of a source such as the
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
- explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Geo 9: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
- identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
- examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- identifying the differences between natural and agricultural ecosystems in flows of nutrients and water, and in biodiversity
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- evaluating the ways that agricultural innovations have changed some of the environmental limitations on and impacts of food production in Australia
- Geo 9: Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)
- exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
- identifying the impacts on food production from competing land uses (for example, sacred sites, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses))
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
- researching the potential of agricultural production in northern Australia
- Geo 9: The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
- comparing students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous and non-Indigenous peoples, and reflecting on the differences
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- examining how information and communication technologies have made it possible for places (for example, in India and the Philippines) to provide a range of global business services
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- examining tourism, students and retirees as sources of income for some places
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- exploring the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life
- identifying the effects of international trade in consumer products on Australian places
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- discussing the effects of people’s cultural and leisure choices on towns and cities (for example, predicting how changing choices may affect these and other places in the future)
- Geo 9: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the connections between people and places)
- using a range of methods including digital technologies to plan and conduct an information search about human alteration to biomes in Australia and another country
- Geo 9: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS064)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, conducting surveys and interviews and experiments, or taking photographs) about challenges to food production or the effects of people’s travel, recreational, cultural or leisure choices on places
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, choropleth maps, weather maps, climate graphs, compound column graphs and population pyramids, scatter plots, tables, satellite images and aerial photographs, reports, census data and the media)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
- developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- constructing a graph to show the relationship between growth in world population and world food production
- comparing maps showing transport networks with survey responses on personal mobility
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to biomes, food production and security, interconnections or spatial change
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- discussing the concept of sustainability in relation to environmental functions
- identifying human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land, inland and coastal aquatic environments) and discussing the challenges they pose for sustainability
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- describing the role of people’s environmental world views (for example, human-centred and earth-centred) in producing different attitudes and approaches towards environmental management
- comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
- discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- explaining Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- examining the interconnections between biophysical processes and human actions that generate environmental change, together with the consequences of these changes
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- discussing the influence of people’s world views on programs for the management of the environmental change being investigated
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- comparing strategies in Australia and another country to manage the environmental change being investigated
- exploring the variety of solutions to similar environmental changes in different places
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- explaining how communities and governments attempt to balance environmental, economic and social criteria in decisions on environmental programs, and the extent to which there can be trade-offs between them
- discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
- debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- examining the United Nations Millennium Development Goals and their relationship to human wellbeing
- identifying trends in human wellbeing in countries over time
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- examining differences in indicators by gender across countries and within selected countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- identifying the trends in gross domestic product (GDP) and GDP per capita over time in the selected country or region and their relationship with trends in measures of wellbeing
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region
(ACHGK079)
- examining spatial data on human wellbeing in India to identify the regions of India with high and low levels of wellbeing, discussing identified patterns and explaining the differences
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different regions in a country of the Asia region
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale
(ACHGK080)
- researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different places in Australia
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- examining a national, state or community program to reduce regional inequalities in wellbeing in a country (for example, India)
- discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
- identifying ways to improve the wellbeing of remote Aboriginal or Torres Strait Islander communities, including ways proposed by the communities
- Geo 10: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions related to the causes of environmental change or the extent of variation in global wellbeing)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the reasons for and types of variation in human wellbeing in one country)
- planning methods of data collection to answer inquiry questions and evaluating questions for their geographical significance
- using a range of methods including digital technologies to plan and conduct an information search about the causes and consequences of change to environments
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, conducting surveys, interviews and experiments, or taking photographs) about human-induced environmental changes
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, choropleth maps, weather maps, climate graphs, compound column graphs and population pyramids, scatter plots, tables, satellite images and aerial photographs, reports, census data and the media)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- developing a table to show the responses to environmental change in a particular environment
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- constructing computer-generated tables, graphs, maps and diagrams to analyse data on human wellbeing
- critically analysing text and images for their meaning and significance
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
- outlining how geographical information systems (GIS) are used in environmental management or in analysing spatial patterns of human wellbeing
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development
- C&C 9: How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
- examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
- discussing how social media is used to influence people’s understanding of issues
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- researching the work of a non-government organisation (NGO), philanthropist, community group or religious group and how and why they contribute to the Australian community
- exploring the concept of ‘the common good’ using examples of how religious groups participate to foster interfaith understanding or social justice
- investigating why a particular group advocates for change (for example, in relation to gender equity)
- exploring the various ways that individuals can contribute to civic life (for example, by volunteering their services to charities and service groups, becoming a Justice of the Peace, making submissions to public enquiries, attending public meetings, serving on local government bodies and providing voluntary help at schools and nursing homes)
- C&C 9: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
- analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness
- investigating a human rights campaign that uses social media and how members of the public have engaged in the issue
- C&C 9: How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
- examining stories of how Australian citizens’ perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
- examining forms of global connectedness such as digital technology, arts, trade, language learning, employment, travel and immigration
- debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- selecting key questions to investigate an aspect of Australia’s political and legal systems (for example, the role of juries)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 9: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
- developing categories for sorting information from surveys about people’s views on political or legal issues
- identifying why some information has greater accuracy and reliability than other information
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- exploring texts for stereotype, over-generalisation and misrepresentation (for example, how cultural groups are represented in the media)
- explaining the assumptions or missing information that may affect the reliability of an opinion about an issue (for example, commentary from a traditional form of media)
- comparing and contrasting the varying policies of different political groups on an issue
- applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead
- C&C 9: Account for different interpretations and points of view (ACHCS085)
- taking on roles for a discussion to explore various points of view about a contemporary political or social issue
- developing an evidence-based argument which recognises different interpretations (for example, about the role of social media in contemporary debates)
- C&C 9: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086)
- recognising that common issues may need to be seen through diverse cultural lenses
- recognising that people will not always agree and using strategies to accommodate difference and accept compromise
- using skills associated with the negotiation process (stating your position clearly, active listening, highlighting strengths, applying reason and logic, identifying common ground)
- C&C 9: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
- considering the most appropriate democratic decision-making processes to reach a consensus, such as achieving an absolute majority
- developing a plan of action using digital technologies that incorporates democratic decision-making processes
- C&C 9: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088)
- using appropriate terms and concepts such as jurisdictions, parliamentary majority and mandate
- using digital technologies to present an evidence-based argument for persuading an audience to a point of view
- C&C 9: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
- considering Australian, regional and global futures and how students might contribute as active and informed citizens
- considering how digital technologies enables them to engage with a global community
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)
- researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
- identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander Peoples
- C&C 10: The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- exploring the concept of ‘cohesive society’ using examples from contemporary events in Australia or in other countries to identify factors that support cohesiveness
- considering threats to Australian democracy and other democracies, such as the influence of vested interests, organised crime, corruption and lawlessness
- identifying the safeguards that protect Australia’s democratic system and society, including shared values and the right to dissent within the bounds of the law
- investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- conducting an opinion poll using information technologies and analysing the results
- referencing a range of sources using an appropriate referencing system
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- developing and using criteria to evaluate the suitability of data in an investigation about Australia’s international involvements
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- identifying the values, motivations and contexts which underpin different interpretations about civics and citizenship topics and issues
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- C&C 10: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
- identifying civics and citizenship topics and issues that may involve dissent, uncertainty or be open to interpretation and debate (for example, international views on whaling and money laundering)
- using skills associated with the negotiation process (seeking to understand other views, applying reason and logic, building on common ground, isolating areas of difficulty, and recording agreements reached)
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue
- using democratic processes to decide on criteria that can be used to evaluate plans for action to addresses a civics and citizenship issue
- C&C 10: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101)
- using appropriate terms and concepts such as conventions, international law, cohesive society and global citizen
- using a range of relevant evidence to persuade an audience to a point of view about how to sustain a resilient democracy
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- considering and identifying the qualities of a citizen in a contemporary, successful democracy
- discussing the implications of living in an interconnected world and what this could mean for active and informed citizenship
- E&B 9: Why and how participants in the global economy are dependent on each other (ACHEK039)
- exploring Australia’s interdependence with other economies and brainstorming the ways that consumers, producers, workers and governments interact with other economies
- locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia (for example, comparative advantage and gains from specialisation and trade)
- examining the implications of participating in an interdependent global economy for consumers, workers, businesses and government (for example, mapping the global supply chain for a product to identify the advantages and disadvantages for participants in the chain)
- investigating the activities of transnational corporations in supply chains and global business activities
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- explaining the role of banks and other deposit-taking institutions (for example, credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business)
- identifying financial risks such as scams and identity theft
- investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds)
- debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
- identifying ways consumers can protect themselves from risks (for example, through setting financial goals, insurances, savings, investments, diversification, scam avoidance and superannuation)
- explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about the financial landscape)
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- identifying the reasons businesses seek to build or create a competitive advantage (for example, to meet the changing demands of a competitive global market and improve their profit margins)
- investigating the different strategies businesses use to create competitive advantage (for example, research and development, offering a lower-cost product, or by implementing efficient internal operations strategies)
- discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses
- exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation and use of social media
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- generating ideas about possible class or school projects and collaboratively developing a plan to guide the project
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- collecting relevant data and information (for example, researching the current Australian and global financial landscape or ways to manage financial risks and rewards)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- organising the data and information collected into a form that shows the different perspectives around an issue/event (for example, the impact of global events on participants in the Australian economy)
- using data to make predictions about future trends (for example, the way businesses operate in the global economy or trends in Australia’s trade with countries of the Asia region)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- identifying and comparing possible alternatives to address a problem such as how to manage over-indebtedness
- evaluating the costs and benefits of a range of alternatives such as strategies for a business seeking to remain competitive in the global market
- using a range of criteria (social, economic, environmental) to select and justify a preferred option
- E&B 9: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- applying enterprising behaviours to class and everyday activities (for example, by taking on a leadership role in a project, establishing goals that are meaningful and realistic, accepting responsibility)
- applying different strategies for mitigating risks, such as using procedures for safe and secure online banking and shopping (for example, checking bank/credit card statements; using credible, secure websites)
- E&B 9: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- representing data in different forms such as charts, tables and graphs, maps or models to communicate findings
- developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, trade, comparative advantage, globalisation, supply chain, insurance, savings buffer, intrapreneur, competitive advantage, costs, benefits
- E&B 9: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- discussing and reflecting on the outcomes of a decision and identifying those that were intended or unintended
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- defining ‘living standards’ and explaining its relationship to economic performance
- exploring the factors that can explain the variations in economic performance within or between economies (for example, high levels of foreign ownership, employment rates, levels of debt)
- investigating economic performance and living standards and discussing how they can mean different things to different people and countries
- investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
- investigating the ways in which income and wealth are distributed in the economy, using measures such as an income distribution histogram, the Lorenz curve or the Gini coefficient
- E&B 10: The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- describing ways in which businesses can improve productivity (for example, training, capital investment, investment in applications of technology, use of just-in-time inventory systems)
- exploring ways businesses structure their working environment to provide flexible, efficient approaches (for example, horizontal (flat) or vertical (tall) organisational structures)
- exploring the use of technology and the extent to which it has driven and allowed innovative responses by business
- exploring the reasons for triple bottom line business planning and the possible implications for employees, competitors and the broader economy
- identifying ethical and unethical workplace practices and investigating the impact of these practices on individuals
- investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their workforce to improve productivity)
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- collecting data and information from a variety of sources relevant to the issue or event being investigated
- representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)
- determining the source and reliability of data and information and explaining assumptions or missing information in sources that may affect reliability
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- categorising and interpreting data and information collected into a form that shows multiple perspectives around an issue/event
- interpreting a range of measures of economic performance and standards of living to identify differences within and between economies
- explaining relationships identified in data (for example, the relationship between standards of living, infant mortality and access to health services)
- analysing information to make informed choices (for example, when purchasing goods and services)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- deciding on a potential major purchase (for example, a car, investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt)
- examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- evaluating different types of loans to estimate the short- and long-term financial implications of each
- applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)
- using appropriate indicators of economic performance to explain variations across economies
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- using economics and business terms and concepts such as indicators, economic performance, business cycle, organisational structure, workforce management, interest rates
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
- E&B 10: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
- discussing the outcomes of a decision, identifying those that were intended and unintended and reflecting on strategies that may address the unintended consequences
Elaborations only
- English 9: Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
- identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
- exploring examples of ‘Globish’ English
- English 9: Understand that roles and relationships are developed and challenged through language and interpersonal skills (ACELA1551)
- identifying the various communities to which students belong and how language reinforces membership of these communities (the intimate language of family members, the jargon of teenage groups, the technicality of some online communities, the language specific to recreational groups, the interaction patterns of the classroom, the commonalities in migrant and cultural groups)
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
- investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences
- English 10: Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
- investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
- English 10: Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
- identifying language that seeks to align the listener or reader (for example ‘of course’, ‘obviously’, ‘as you can imagine’)
- identifying appeals to shared cultural knowledge, values and beliefs
- reflecting on experiences of when language includes, distances or marginalises others
- English 10: Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
- considering whether ethical judgements of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
- interpreting texts by drawing on knowledge of the historical context in which texts were created
- English 10: Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
- understanding who to cite in essays, reviews and academic assignments and when it is appropriate to use direct quotations or to report sources more generally
- Maths 9: Apply index laws to numerical expressions with integer indices
(ACMNA209)
- simplifying and evaluating numerical expressions, using involving both positive and negative integer indices
- Maths 9: Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)
- understanding that index laws apply to variables as well as numbers
- Maths 9: Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213)
- understanding that the distributive law can be applied to algebraic expressions as well as numbers
- understanding the relationship between expansion and factorisation and identifying algebraic factors in algebraic expressions
- Maths 9: Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software (ACMNA214)
- investigating graphical and algebraic techniques for finding distance between two points
- Maths 9: Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294)
- investigating graphical and algebraic techniques for finding midpoint and gradient
- recognising that the gradient of a line is the same as the gradient of any line segment on that line
- Maths 9: Calculate areas of composite shapes (ACMMG216)
- understanding that partitioning composite shapes into rectangles and triangles is a strategy for solving problems involving area
- Maths 9: Investigate very small and very large time scales and intervals (ACMMG219)
- investigating the usefulness of scientific notation in representing very large and very small numbers
- Maths 9: Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220)
- establishing the conditions for similarity of two triangles and comparing this to the conditions for congruence
- Maths 9: Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles (ACMMG222)
- understanding that Pythagoras’ Theorem is a useful tool in determining unknown lengths in right-angled triangles and has widespread applications
- recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers
- Maths 9: Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles (ACMMG223)
- developing understanding of the relationship between the corresponding sides of similar right-angled triangles
- Maths 9: Apply trigonometry to solve right-angled triangle problems (ACMMG224)
- understanding the terms ‘adjacent’ and ‘opposite’ sides in a right-angled triangle
- selecting and accurately using the correct trigonometric ratio to find unknown sides (adjacent, opposite and hypotenuse) and angles in right-angled triangles
- Maths 9: List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
- comparing experiments which differ only by being undertaken with replacement or without replacement
- Maths 9: Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282)
- using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
- Maths 10: Factorise algebraic expressions by taking out a common algebraic factor
(ACMNA230)
- understanding the relationship between factorisation and expansion
- Maths 10: Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)
- identifying and using common factors, including binomial expressions, to factorise algebraic expressions using the technique of grouping in pairs
- Maths 10: Solve problems involving linear equations, including those derived from formulas (ACMNA235)
- representing word problems with simple linear equations and solving them to answer questions
- Maths 10: Solve linear inequalities and graph their solutions on a number line
(ACMNA236)
- representing word problems with simple linear inequalities and solving them to answer questions
- Maths 10: Solve problems involving parallel and perpendicular lines (ACMNA238)
- solving problems using the fact that parallel lines have the same gradient and conversely that if two lines have the same gradient then they are parallel
- solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular
- Maths 10: Solve linear equations involving simple algebraic fractions (ACMNA240)
- solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
- representing word problems, including those involving fractions, as equations and solving them to answer the question
- Maths 10: Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids (ACMMG242)
- investigating and determining the volumes and surface areas of composite solids by considering the individual solids from which they are constructed
- Maths 10: Formulate proofs involving congruent triangles and angle properties (ACMMG243)
- applying an understanding of relationships to deduce properties of geometric figures (for example the base angles of an isosceles triangle are equal)
- Maths 10: Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)
- distinguishing between a practical demonstration and a proof (for example demonstrating triangles are congruent by placing them on top of each other, as compared to using congruence tests to establish that triangles are congruent)
- performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.
- communicating a proof using a sequence of logically connected statements
- Maths 10: Use the language of ‘if ….then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
- using arrays and tree diagrams to determine probabilities
- Maths 10: Determine quartiles and interquartile range
(ACMSP248)
- finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets
- Maths 10: Construct and interpret box plots and use them to compare data sets (ACMSP249)
- understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
- using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole
- Maths 10A: Prove and apply angle and chord properties of circles (ACMMG272)
- performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
- communicating a proof using a logical sequence of statements
- Maths 10A: Apply Pythagoras’ Theorem and trigonometry to solving three-dimensional problems in right-angled triangles (ACMMG276)
- investigating the applications of Pythagoras’ theorem in authentic problems
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified
- Science 9: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
- identifying the potential hazards of chemicals or biological materials used in experimental investigations
- combining research using primary and secondary sources with students’ own experimental investigation
- Science 9: Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
- describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population
- Science 9: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- discussing what is meant by ‘validity’ and how we can evaluate the validity of information in secondary sources
- researching the methods used by scientists in studies reported in the media
- describing how scientific arguments are used to make decisions regarding personal and community issues
- Science 9: Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
- using secondary sources as well as students’ own findings to help explain a scientific concept
- Science 9: Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment
(ACSSU175)
- describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems
- explaining how body systems work together to maintain a functioning body using models, flow diagrams or simulations
- identifying responses using nervous and endocrine systems
- investigating the response of the body to changes as a result of the presence of micro-organisms
- investigating the effects on humans of exposure to electromagnetic radiations such as X-rays and microwaves
- Science 9: Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
- exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and disease
- examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced species
- considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must be replaced to maintain the sustainability of the system
- investigating how ecosystems change as a result of events such as bushfires, drought and flooding
- Science 9: All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)
- describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and electrons
- comparing the mass and charge of protons, neutrons and electrons
- describing in simple terms how alpha and beta particles and gamma radiation are released from unstable atoms
- Science 9: Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)
- identifying reactants and products in chemical reactions
- modelling chemical reactions in terms of rearrangement of atoms
- describing observed reactions using word equations
- considering the role of energy in chemical reactions
- recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations
- Science 9: Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)
- investigating reactions of acids with metals, bases, and carbonates
- investigating a range of different reactions to classify them as exothermic or endothermic
- recognising the role of oxygen in combustion reactions and comparing combustion with other oxidation reactions
- comparing respiration and photosynthesis and their role in biological processes
- describing how the products of combustion reactions affect the environment
- Science 9: The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)
- recognising the major plates on a world map
- modelling sea-floor spreading
- relating the occurrence of earthquakes and volcanic activity to constructive and destructive plate boundaries
- considering the role of heat energy and convection currents in the movement of tectonic plates
- relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history
- Science 9: Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)
- exploring how and why the movement of energy varies according to the medium through which it is transferred
- discussing the wave and particle models and how they are useful for understanding aspects of phenomena
- investigating the transfer of heat in terms of convection, conduction and radiation, and identifying situations in which each occurs
- understanding the processes underlying convection and conduction in terms of the particle model
- investigating factors that affect the transfer of energy through an electric circuit
- exploring the properties of waves, and situations where energy is transferred in the form of waves, such as sound and light
- Science 9: Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
- investigating the historical development of models of the structure of the atom
- investigating how the theory of plate tectonics developed, based on evidence from sea-floor spreading and occurrence of earthquakes and volcanic activity
- considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed
- investigating the work of scientists such as Ernest Rutherford, Pierre Curie and Marie Curie on radioactivity and subatomic particles
- investigating how models can be used to predict the changes in populations due to environmental changes, such as the impact of flooding or fire on rabbit or kangaroo populations
- Science 9: Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158)
- considering how common properties of electromagnetic radiation relate to its uses, such as radar, medicine, mobile phone communications and microwave cooking
- investigating technologies involved in the mapping of continental movement
- considering how the development of imaging technologies have improved our understanding of the functions and interactions of body systems
- Science 9: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
- investigating how technologies using electromagnetic radiation are used in medicine, such as in the detection and treatment of cancer
- investigating the use of nanotechnology in medicine, such as the delivery of pharmaceuticals
- describing how science is used in the media to explain a natural event or justify actions
- considering the impact of technological advances developed in Australia, such as the cochlear implant and bionic eye
- considering how communication methods are influenced by new mobile technologies that rely on electromagnetic radiation
- considering the impacts of human activity on an ecosystem from a range of different perspectives
- recognising aspects of science, engineering and technology within careers such as medicine, medical technology, telecommunications, biomechanical engineering, pharmacy and physiology
- Science 9: Values and needs of contemporary society can influence the focus of scientific research
(ACSHE228)
- considering how technologies have been developed to meet the increasing needs for mobile communication
- investigating how scientific and technological advances have been applied to minimising pollution from industry
- considering how choices related to the use of fuels are influenced by environmental considerations
- investigating the work of Australian scientists such as Fiona Wood and Marie Stoner on artificial skin
- considering safe sound levels for humans and implications in the workplace and leisure activities
- investigating contemporary science issues related to living in a Pacific country located near plate boundaries, for example Japan, Indonesia, New Zealand
- Science 10: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- combining research using primary and secondary sources with a student’s own experimental investigation
- identifying the potential hazards of chemicals or biological materials used in experimental investigations
- identifying safety risks and impacts on animal welfare and ensuring these are effectively managed within the investigation
- Science 10: Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
- describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population, acknowledging uncertainties and the effects of outliers
- Science 10: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS205)
- distinguishing between random and systematic errors and how these can affect investigation results
- Science 10: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- researching the methods used by scientists in studies reported in the media
- describing how scientific arguments, as well as ethical, economic and social arguments, are used to make decisions regarding personal and community issues
- Science 10: Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
- describing the role of DNA as the blueprint for controlling the characteristics of organisms
- using models and diagrams to represent the relationship between DNA, genes and chromosomes
- recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation
- representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
- predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked
- describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
- Science 10: The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
(ACSSU185)
- outlining processes involved in natural selection including variation, isolation and selection
- describing biodiversity as a function of evolution
- investigating changes caused by natural selection in a particular population as a result of a specified selection pressure such as artificial selection in breeding for desired characteristics
- relating genetic characteristics to survival and reproductive rates
- evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species
- Science 10: The atomic structure and properties of elements are used to organise them in the Periodic Table
(ACSSU186)
- recognising that elements in the same group of the periodic table have similar properties
- describing the structure of atoms in terms of electron shells
- explaining how the electronic structure of an atom determines its position in the periodic table and its properties
- investigating the chemical activity of metals
- Science 10: Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
- investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
- investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
- Science 10: The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
- identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation
- recognising that the age of the universe can be derived using knowledge of the Big Bang theory
- describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang
- Science 10: Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
- investigating how human activity affects global systems
- modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere
- explaining the causes and effects of the greenhouse effect
- investigating the effect of climate change on sea levels and biodiversity
- considering the long-term effects of loss of biodiversity
- investigating currently occurring changes to permafrost and sea ice and the impacts of these changes
- examining the factors that drive the deep ocean currents, their role in regulating global climate, and their effects on marine life
- Science 10: Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
- recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation
- recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient
- comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping
- using models to describe how energy is transferred and transformed within systems
- Science 10: The motion of objects can be described and predicted using the laws of physics (ACSSU229)
- gathering data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration
- recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it
- using Newton’s Second Law to predict how a force affects the movement of an object
- recognising and applying Newton’s Third Law to describe the effect of interactions between two objects
- Science 10: Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)
- considering the role of different sources of evidence including biochemical, anatomical and fossil evidence for evolution by natural selection
- investigating the development of the Watson and Crick double helix model for the structure of DNA
- investigating the history and impact of developments in genetic knowledge
- investigating the development of the periodic table and how this was dependent on experimental evidence at the time
- considering the role of science in identifying and explaining the causes of climate change
- recognising that Australian scientists such as Brian Schmidt and Penny Sackett are involved in the exploration and study of the universe
- Science 10: Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)
- recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data
- considering how computer modelling has improved knowledge and predictability of phenomena such as climate change and atmospheric pollution
- researching examples of major international scientific projects, for example the Large Hadron Collider and the International Space Station
- considering how information technology can be applied to different areas of science such as bioinformatics and the Square Kilometre Array
- Science 10: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
- describing how science is used in the media to explain a natural event or justify people’s actions
- recognising that the study of the universe and the exploration of space involve teams of specialists from the different branches of science, engineering and technology
- considering how the computing requirements in many areas of modern science depend on people working in the area of information technology
- considering the scientific knowledge used in discussions relating to climate change
- investigating the applications of gene technologies such as gene therapy and genetic engineering
- recognising that scientific developments in areas such as sustainable transport and low-emissions electrical generation require people working in a range of fields of science, engineering and technology
- Science 10: Values and needs of contemporary society can influence the focus of scientific research
(ACSHE230)
- investigating technologies associated with the reduction of carbon pollution, such as carbon capture
- considering innovative energy transfer devices, including those used in transport and communication
- investigating the use and control of CFCs based on scientific studies of atmospheric ozone
- recognising that financial backing from governments or commercial organisations is required for scientific developments and that this can determine what research is carried out
- considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisation such as insurance companies or medical facilities
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- identifying and analysing dance styles and traditions and applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
- refining technical skills in response to self-reflection to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Considering viewpoints – psychology: For example – What emotion did you feel most strongly as you viewed the dance?
- responding to feedback and using self-evaluation to vary and modify motifs, structure and form
- Dance 9-10: Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
- Considering viewpoints – cultures: For example – What culturally symbolic movements are evident in this dance?
- identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences
- Considering viewpoints – societies: For example – How does the dance relate to the social context in which it was created?
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- exploring, reworking and refining the dramatic action through rehearsal and honing expressive performance skills for effective audience engagement
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- structuring the performance space to convey dramatic meaning and sense of style for an audience
- exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
- Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills and processes to make and communicate meaning? How have design elements been used?
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills and processes to make and communicate meaning? How have design elements been used?
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- taking part in a range of roles in sustained production work
- Media 9-10: Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style
(ACAMAM075)
- refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
- designing media artworks to communicate with a particular audience, for example, applying genre conventions or refining use of sound and movement
- trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols
- Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- Considering viewpoints – critical theories: For example – What are the social and ethical implications of a viral marketing campaign?
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- organising and curating a school media arts festival or exhibition
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- Music 9-10: Perform music applying techniques and expression to interpret the composer’s use of elements of music
(ACAMUM103)
- Considering viewpoints – evaluations: For example – How are these two performances different? Which one was more successful with audiences and why?
- recognising the influence of social, cultural and historical developments and incorporating these into their performance
- using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- developing technical proficiency in the resolution of designed, fabricated and constructed artworks, using safe and sustainable practices
- Considering viewpoints – histories: For example – How has the artist appropriated an artwork from another time?
- using innovative thinking as they explore the capabilities of digital and virtual technologies to resolve design and planning problems
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- using knowledge of results feedback to support another student in performing a skill with greater accuracy or control
- responding to teacher and peer feedback to enhance performance
- using ICT to record others’ performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: Use historical terms and concepts (ACHHS165)
- discussing the contestability of particular historical terms such as ‘settlement’, ‘invasion’ and ‘colonisation’ in the context of Australia’s history
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- using online conferencing and other forms of ICT to discuss historical questions and issues
- creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
- creating a map to show the relationship between biomes and world food production, using a spatial technologies application
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- creating a map to show measures of environmental change, using a spatial technologies application
- C&C 9: The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
- investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
- discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government
- C&C 9: The process through which government policy is shaped and developed, including the role of Prime Minister and Cabinet (ACHCK103)
- investigating the development and implementation of policy and the role of the public service in Australia, including the role of the Prime Minister and Cabinet in proposing policy and the role of parliament in debating it
- identifying the role of parliament and particularly the opposition in debating policy proposed by the Executive, in authorising the government to spend public money and scrutinising the administrative actions of the government
- C&C 9: The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
- creating a visual representation of the court jurisdictions in Australia
- categorising sample cases in relation to the courts in which they would be heard (for example, cases from criminal, consumer, family, human rights and environmental law)
- describing the role of a particular court (for example, a supreme court, a magistrates court or the Family Court of Australia)
- exploring how court judgements impact on the development of law (for example, the role of precedents)
- C&C 9: The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)
- describing what is meant by each principle and how each works to protect citizens and contribute to a fair society
- examining factors that can undermine the application of the principles of justice (for example, bribery, coercion of witnesses, trial by media and court delays)
- C&C 10: The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090)
- categorising the key features of Australia’s system of government (for example, democratic elections and the separation of powers) and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India or Indonesia
- interviewing people with connections to a country in the Asia region to compare the values they associate with the system of government in that country with those of Australia
- C&C 10: The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations (ACHCK091)
- exploring the types of participation that Australia has in the Asia region and internationally (for example, exchange programs, peacekeeping, election monitoring, health programs, disaster management)
- investigating Australia’s involvement with the United Nations (for example, representation in the organisation and adherence to conventions and declarations that Australia has ratified)
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- examining the jurisdiction of the High Court
- exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- identifying participants in the open Australian economy including household, business, finance, government and foreign sectors
- explaining the objectives of the Australian economy to satisfy needs and wants through the production and distribution of goods and services
- identifying Australia’s major trading partners in the Asia region and the items of trade
- explaining the impact of global events on the Australian economy and its trade and investment relations with other countries (for example, a natural disaster in a country of the Asia region)
- identifying examples of global events that impact on economic activity (for example, environmental, financial, economic, political, technological, social, cultural, sporting events)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- identifying the responsibilities of various participants in a particular workplace (for example, employers, employees, industrial organisations or state, territory and Commonwealth governments)
- examining changes to the roles of employees in the workplace (for example, the increasing encouragement for workers to show initiative or act as intrapreneurs)
- identifying employer responsibilities to workers and the government (for example, superannuation, paid parental leave, income tax, company tax or the Goods and Services Tax (GST))
- discussing the responsibilities of government in improving the conditions of workers (for example, work health and safety, equal employment opportunity, anti-discrimination laws)
- E&B 10: Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
- identifying indicators of economic performance such as economic growth rates, unemployment trends, inflation rates, sustainability indexes
- investigating the performance of the Australian economy using key indicators and explaining fluctuations using phases of the business cycle
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- identifying examples of fiscal and monetary policy options designed to improve the standard of living, such as productivity policy, training and workforce development, taxation, work visas, migration, buying or selling government securities
- identifying examples of government intervention that aim to redistribute income (for example, pensions, youth allowance and job search), and goods and services such as health care and education
- investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum
- explaining the impact of minimum wage, government payments, taxation and government-funded services on living standards
- identifying examples of externalities (that is, costs or benefits associated with the production or consumption of goods and/or services that affect the wellbeing of third parties or society more generally) and exploring the ways governments can influence or regulate these impacts to ensure prices reflect external costs
- E&B 10: Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- identifying and explaining factors that influence major consumer decisions (for example, price, availability and cost of finance, marketing of products, age and gender of consumer, convenience, ethical and environmental considerations)
- evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)
Organise and process information
Level 2: organise information based on similar or relevant ideas from several sources
Content descriptions
- English 1: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
- comparing characters and events in texts to students’ own experiences
- English 1: Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
- exploring performance poetry, chants and songs from Aboriginal and Torres Strait Islander peoples and Asian cultures
- listening to and performing simple haiku poems about familiar topics such as nature and the seasons
- English 1: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
(ACELY1660)
- using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
- making connections between the text and students’ own experiences, and between information in print and images
- finding key information in a text
- building knowledge about the topic of the text and learning new vocabulary before and during reading
- making predictions from the cover, from illustrations and at points in the text before reading on
- English 1: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
- applying new vocabulary appropriately in creating text
- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- English 1: Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
- adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
- English 1: Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
- creating digital images and composing a story or information sequence on screen using images and captions
- English 2: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
- exploring iconography of Aboriginal and Torres Strait Islander cultures
- recognising recurring characters, settings and themes in Dreaming stories experienced through texts, films and online sources
- discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- describing features of texts from different cultures including recurring language patterns, style of illustrations, elements of humour or drama, and identifying the features which give rise to their personal preferences
- connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
- English 2: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
- describing features of text settings including time, colours used to portray year, season, and place (country or city) and how this impacts on the characters
- describing plots including beginnings (orientation), how the problem (complication) is introduced and solved (resolution), and considering how these features construct meanings
- identifying features of imaginary or fantasy texts, for example magic powers, shifts in time
- investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
- comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view
- English 2: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
- exploring poems, chants, rhymes or songs from different cultures which class members may bring from home
- learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures
- English 2: Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
- using spoken language for problem solving, and exploring ideas and concepts
- listening for specific information and providing two or more key facts from an informative text spoken or read aloud
- listening to, remembering and responding to detailed instructions
- English 2: Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
- adjusting presentation for different audiences
- preparing and giving oral presentations, including reports of group discussions, using more formal speech and specific vocabulary about content area topics
- listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
- making connections between information in print and images
- building on and using prior knowledge and vocabulary
- making valid inferences using information in a text and students’ own prior knowledge
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- sequencing content according to text structure
- using appropriate simple and compound sentence to express and combine ideas
- using vocabulary, including technical vocabulary, appropriate to text type and purpose
- English 2: Re-read and edit text for spelling, sentence-boundary punctuation and text structure
(ACELY1672)
- reading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun with a technical one in an informative text
- making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
- English 2: Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
- experimenting with and combining elements of software programs to create texts
- Maths 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
(ACMNA015)
- developing a range of mental strategies for addition and subtraction problems
- Maths 1: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
- focusing on geometric features and describing shapes and objects using everyday words such as ‘corners’, ‘edges’ and ‘faces’
- Maths 1: Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)
- understanding one-to-one correspondence
- describing displays by identifying categories with the greatest or least number of objects
- Maths 2: Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)
- recognising patterns in number sequences, such as adding 10 always results in the same final digit
- Maths 2: Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)
- demonstrating and using models such as linking blocks, sticks in bundles, place-value blocks and Aboriginal bead strings and explaining reasoning
- Maths 2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
- becoming fluent with a range of mental strategies for addition and subtraction problems, such as commutativity for addition, building to 10, doubles, 10 facts and adding 10
- modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines
- Maths 2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
- identifying the difference between dividing a set of objects into three equal groups and dividing the same set of objects into groups of three
- Maths 2: Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)
- recognising that sets of objects can be partitioned in different ways to demonstrate fractions
- relating the number of parts to the size of a fraction
- Maths 2: Describe patterns with numbers and identify missing elements (ACMNA035)
- describing a pattern created by skip counting and representing the pattern on a number line
- investigating features of number patterns resulting from adding twos, fives or 10s
- Maths 2: Solve problems by using number sentences for addition or subtraction (ACMNA036)
- Maths 2: Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)
- Maths 2: Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)
- understanding that objects can be moved but changing position does not alter an object’s size or features
- Maths 2: Identify and describe half and quarter turns (ACMMG046)
- predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern
- Maths 2: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
- classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning
- Maths 2: Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
- determining the variety of birdlife in the playground and using a prepared table to record observations
- Maths 2: Collect, check and classify data
(ACMSP049)
- recognising the usefulness of tally marks
- identifying categories of data and using them to sort data
- Maths 2: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
- comparing the usefulness of different data displays
- Science 1: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)
- using matching activities, including identifying similar things, odd-one-out and opposites
- discussing original predictions and, with guidance, comparing these to their observations
- jointly constructing simple column graphs and picture graphs to represent class investigations
- Science 1: Compare observations with those of others (ACSIS213)
- discussing observations as a whole class to identify similarities and differences in their observations
- Science 1: Represent and communicate observations and ideas in a variety of ways (ACSIS029)
- discussing or representing what was discovered in an investigation
- Science 2: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)
- constructing column and picture graphs with teacher guidance to record gathered information
- sorting information in provided tables or graphic organisers
- Science 2: Compare observations with those of others (ACSIS041)
- discussing observations with other students to see similarities and differences in results
- HASS 1: Pose questions about past and present objects, people, places and events (ACHASSI018)
- preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value
- collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ questions
- HASS 1: Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
- gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)
- using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and how they have changed over time, including places with largely natural features and those with largely constructed features
- gathering information about the weather and seasons from the media, their own observations and from stories (for example, Aboriginal and Torres Strait Islander stories)
- HASS 1: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
- creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)
- making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) and labelling the display with simple captions
- developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
- HASS 1: Sequence familiar objects and events (ACHASSI021)
- using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
- HASS 1: Explore a point of view
(ACHASSI022)
- comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)
- sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured
- HASS 1: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
- identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)
- using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
- exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed
- categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)
- using information gained from sources (for example, stories, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions
- HASS 1: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
- using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
- making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
- imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
- HASS 1: How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
- predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’, ‘then’, ‘a long time ago’, and ‘then and now’
- exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
- identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to students’ cultural backgrounds
- examining seasonal calendars of Aboriginal and Torres Strait Islander groups (for example, the Gagudju (Kakadu) and the D’harawal (Sydney) calendars, each with six seasons, the Arrernte (central Australia) with five, the Woiwurrung (Upper Yarra Valley) with seven, and north-east Tasmania with three)
- HASS 1: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
- comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
- comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)
- HASS 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
- using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map
- recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place
- using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)
- describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
- HASS 1: The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
- describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
- comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe
- HASS 1: Activities in the local place and reasons for their location (ACHASSK033)
- identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are
- identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities
- exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)
- describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)
- HASS 2: Pose questions about past and present objects, people, places and events (ACHASSI034)
- HASS 2: Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
- identifying information in sources relevant to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online) and sources relevant to learning about places (satellite images, globes, diagrams, measurements, field photographs)
- locating historical evidence of the local community’s past (for example, place and street names that commemorate people, monuments, built and non-built historical landmarks, middens, remnants of native vegetation and old building remains)
- surveying peers to discover how they are connected to people in other places in Australia and the world, or to find out how frequently they visit places and for what purpose
- exploring Aboriginal and Torres Strait Islander Peoples’ connections to Country/Place through oral histories Dreaming and Creation stories, dance, art and cultural representations
- HASS 2: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
- sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
- creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified
- locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
- making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features
- HASS 2: Sequence familiar objects and events (ACHASSI037)
- ordering key events in the history of the local community or in its development (for example, the history of the school; developmental stages of telecommunications technologies)
- creating a timeline, slideshow or story to show how things develop sequentially (for example, seasonal change in plants, cycles of the weather, personal growth milestones)
- HASS 2: Explore a point of view
(ACHASSI038)
- discussing why some places are considered special or significant by others (for example, by parents, Aboriginal or Torres Strait Islander Peoples, their grandparents or familiar elders their friends, returned soldiers, wildlife workers)
- examining the points of view of older generations about changes over time (for example, changes to the natural or built environment, changes to daily living)
- listening to different stories (for example, Dreaming and Creation stories) about reasons for the change of seasons or about how natural features of Earth were created
- HASS 2: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
- comparing places that differ over time or across location (for example, climate, natural environment, plants, animals, people’s home)
- identifying how objects and activities are similar or different depending on conditions in local and distant places (for example, clothes, transport, technology)
- identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)
- examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, types of work, the roles of men, women, boys and girls)
- HASS 2: Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
- interpreting distance on maps using terms such as ‘metres’, ‘distant’, ‘close’, ‘local’, ‘many hours in a bus/car/plane’, ‘walking distance’ to decide on the accessibility of different features and places
- interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
- interpreting symbols and codes that provide information (for example, map legends)
- explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)
- HASS 2: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
- drawing conclusions about how traditional Aboriginal and Torres Strait Islander Peoples were able to overcome the constraints of distance (for example, trading goods and ideas across the continent and its islands)
- making generalisations from data showing patterns and relationships (for example, the relationship between the distance of places and the frequency of visits to them; between rubbish in the school and eating areas; between marine animals and where human rubbish may go; between climate zones and clothing or housing)
- discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious and social figures)
- HASS 2: The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)
- using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
- suggesting reasons for the location of a local landmark (for example, community building, landmark or war memorial) before searching for resources that provide an explanation
- investigating the history of a chosen person, building, site or landmark in the local community using sources (for example, books, newspapers, oral histories, audiovisual material, digital sources, letters, photographs) and relating a story which these reveal about the past
- HASS 2: The importance today of a historical site of cultural or spiritual significance in the local area, and why it should be preserved (ACHASSK045)
- discussing why a particular site has heritage significance/cultural value for present generations (for example, it provides a record of a significant historical event, has aesthetic value, reflects the community’s identity)
- identifying, in consultation with Aboriginal and Torres Strait Islander Peoples, and visiting (where appropriate) local sites, places and landscapes of significance to Aboriginal and Torres Strait Islander Peoples (for example, engraving sites, rock paintings, natural sites or features such as the Birrigai rock shelter, creeks or mountains)
- identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)
- HASS 2: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
- examining changes in technology over several generations by comparing past and present objects and photographs, and discussing how these changes have shaped people’s lives (for example, changes to land, air and sea transport; the move from wood-fired stoves to gas/electrical appliances; the introduction of transistors, television, FM radio and digital technologies; how people shopped and what they liked to buy, changes in the nature of waste and how waste is managed)
- identifying technologies used in the childhoods of their grandparents or familiar elders and in their own childhood, and finding out where each was produced
- examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)
- creating models of toys used by children who lived when electricity was not available
- identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes
- HASS 2: The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
- examining the names of features and places in the local area, the meaning of these names and why they were chosen
- investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples
- describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)
- HASS 2: The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
(ACHASSK049)
- explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)
- discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)
- describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources
- HASS 2: The connections of people in Australia to people in other places in Australia and across the world (ACHASSK050)
- examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, or through environmental practices such as where their waste ends up and its effect on people there)
- exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia)
- HASS 2: The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)
- investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons
- suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern
- investigating how people’s connections with places are affected by transport and information and telecommunications technologies
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
- Considering viewpoints – forms and elements: For example – Which levels are you using in your dance? What sort of movements did the dancers perform? What are they wearing? What kind of music are they dancing to?
- exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories
- experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics
- taking photos or videoing dance sequences to view and extend their dance ideas
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- identifying where they might experience dance in their lives and communities, for example, considering how dance sustains and communicates cultural knowledge
- recognising that dance can show that people have different feelings about the world based on their experiences of the environment and other people
- exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel
- recognising patterns of movement in dances they make, perform and view using their own words and learnt dance terminology
- Drama F-2: Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
- taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
- taking turns in offering and accepting ideas, and staying in role in short improvisations
- exploring possibilities for role and situation when participating in whole group teacher-led process drama and roleplay
- taking photos or videoing drama they devise to view and extend their drama ideas
- Considering viewpoints – forms and elements: For example – How did the performers use their voices? What sort of movements did the performers use? What voice and movement have you noticed in others’ performances that you might consider in making your own drama and why?
- Drama F-2: Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
- identifying where they might see and hear drama in their lives and community, for example, sharing experiences of attending drama performances or taking part in drama in their community, and considering how drama sustains and communicates cultural knowledge
- talking about how voices, movement and space are used in drama they make and see
- connecting to and sharing drama experiences through available digital access
- recognising that drama can show that people have different feelings about the world based on their experiences of the environment and other people
- Considering viewpoints – societies and cultures: For example – Why are these people making drama? Where are they making drama?
- Media F-2: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
- exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
- experimenting with image, for example, retelling a story of the school day in a series of captioned images
- experimenting with technologies to capture images, sounds and text
- exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class news bulletin.
- creating, rehearsing and recording a radio play and seeking permission to share it with another class
- producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using cameras in the room
- Media F-2: Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
- identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks sustain and communicate cultural knowledge
- identifying interests and preferences in media artworks they make and view
- identifying features in media artworks, such as shot types, for example, long shot, mid shot and close-up, and discussing what the shots tell the audience about the story
- discussing the roles of media artists and what permission means, for example, deciding on a class set of rules for using and creating images, sounds and text in media artworks
- Music F-2: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
- matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
- imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing
- using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
- recording music ideas using technologies and graphic notation
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns
- Considering viewpoints – forms and elements: For example – What sounds or musical phrases are in my composition? What instruments were used in the music and how was their sound different? How was their sound made?
- improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
- improvising with voices and sound sources to express actions, thoughts and feelings
- recording music using notation and technologies so others can read the notation and listen to the recording
- creating and improvising music using technologies
- Music F-2: Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
- identifying where they might experience music in their lives and communities, for example, considering how music sustains and communicates cultural knowledge
- Considering viewpoints – societies and cultures: For example – Where is this music from and why was it made?
- identifying the roles of an active performer and a reflective listener
- sharing constructive observations about music from a range of cultures as a performer and audience member
- describing shapes, patterns, form or mood of pieces of music using their own words and learnt music terminology
- listening to and talking about music and musical instruments from different contexts and cultures
- Visual F-2: Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106)
- trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
- Considering viewpoints – forms and elements: For example – What colours were used? What is it made of? How is the colour used, and why is it used in this way?
- identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
- Visual F-2: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
- comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
- Visual F-2: Create and display artworks to communicate ideas to an audience
(ACAVAM108)
- sharing ideas with their classmates about the representational choices they made in their artwork
- talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
- Considering viewpoints – meanings and interpretations: For example – What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or meaning?
- making a decision about how to display their artwork to share their ideas
- Visual F-2: Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and combining to create a class list and then discussing how visual artworks sustain and communicate cultural knowledge
- Considering viewpoints – societies and cultures: For example – Where is this artwork from and why was it made? Who made the artworks? Where and how are they displayed?
- describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions
- acknowledging the role of artist and audience as they start to interpret meaning in artworks
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
- making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
- exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
- D&T F-2: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating
(ACTDEK003)
- exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have
- identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers
- considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures and preparing and cooking food from recipes
- identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating
- exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment
- exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
- developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
- exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
- exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
- exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters
- experimenting with techniques to combine or alter materials to satisfy a function
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
- exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote future good health
- discussing possible designed solutions based on experience and some research, for example asking adults for advice
- considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
- exploring which tools, equipment and techniques to use with selected materials
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
- communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
- describing how design ideas meet the needs of those who will use the solution
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
(ACTDEP008)
- developing criteria for success with teacher guidance including consideration of impact on environment
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- reflecting on the processes and challenges of designing and producing a solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
- suggesting areas for design improvement
- D&T F-2: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
- checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment
- using lists or storyboarding when planning and making, for example when planning an electronic planting calendar
- recording the procedure for making a product, for example a recipe or instructions for making a container
- identifying roles for each member of a group when working collaboratively
- DT F-2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
- playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
- exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data
- exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images
- recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
- recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
- constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
- making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
- experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
- exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
- DT F-2: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account cultural considerations such as awareness of appropriate use of images and audio recordings of deceased persons
- exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
- exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
- using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- writing and entering a simple set of instructions jointly to sequence events and instructions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
- presenting a sequence of instructions or events in a series of slides or screens with text and pictures
- recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for recording a TV show or how their lunch order is taken and delivered
- following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion
- DT F-2: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
- sharing and describing ways that common information systems can be used to meet communication needs, for example computers can be used as phones and social networking tools allowing communication between families living in different regions
- recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
- recognising safe ergonomic practices when children are playing with information systems, for example recognising the need to take regular breaks to avoid eye strain and repetitive strain injuries
- discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss
- sharing ideas about the ways information systems are being used by families and friends in everyday life, for example comparing current digital play equipment with play equipment of 20 years ago
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
- identifying advertisements they have encountered that contain health messages
- identifying popular health slogans and discussing the behaviours these slogans are encouraging
- creating their own positive health message and sharing it with the class
- HPE 1-2: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
- exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class
- HPE 1-2: Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
- examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different
- discussing practices of their own culture used to pass on significant information from one generation to the next
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
Elaborations only
- English 1: Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
- understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example ‘A kangaroo is a mammal. A mammal suckles its young’)
- English 1: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
- examining different types of literature including traditional tales, humorous stories and poetry
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- retelling key events in stories using oral language, arts, digital technologies and performance media
- English 1: Describe some differences between imaginative informative and persuasive texts (ACELY1658)
- comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
- English 1: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
- discussing and comparing the purposes of familiar texts drawn from local contexts and interests
- using different types of texts, for example procedures (including recipes) and discussing the text structure
- English 1: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems
- English 1: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)
- using contextual and semantic knowledge to make predictions about a text’s purpose and content
- combining knowledge of context, meaning, grammar and phonics to decode text
- English 2: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- orally, in writing or using digital media, constructing a sequel to a known story
- English 2: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
- identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
- English 2: Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
- interpreting new terminology drawing on prior knowledge, analogies and connections with known words
- English 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
- discussing appropriate conventions to use in group discussions
- exploring ways to comment on what others say, including using sentence starters such as ‘I like the way you…’, ‘I agree that …’, ‘I have a different thought…’, ‘I’d like to say something different…’
- asking relevant questions and making connections with personal experiences and the contributions of others
- brainstorming topics, contributing ideas and acknowledging the ideas of others
- understanding how to disagree with a point of view or offer an alternative idea courteously
- experimenting with presentation strategies such as pitch, volume and intonation
- English 2: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
- using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
- using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
- using knowledge of sound–letter relationships and high frequency sight words when decoding text
- monitoring own reading and self-correcting when reading does not make sense, using illustrations, context, phonics, grammar knowledge and prior and learned topic knowledge
- using grammar and meaning to read aloud with fluency and intonation
- Maths 1: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
(ACMNA013)
- identifying numbers that are represented on a number line and placing numbers on a prepared number line
- Maths 1: Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)
- splitting an object into two equal pieces and describing how the pieces are equal
- Maths 1: Recognise, describe and order Australian coins according to their value (ACMNA017)
- showing that coins are different in other countries by comparing Asian coins to Australian coins
- describing the features of coins that make it possible to identify them
- Maths 1: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)
- using place-value patterns beyond the teens to generalise the number sequence and predict the next number
- investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
- Maths 2: Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
- recognising there are different ways of representing numbers and identifying patterns going beyond 100
- Maths 2: Explore the connection between addition and subtraction (ACMNA029)
- becoming fluent with partitioning numbers to understand the connection between addition and subtraction
- Maths 2: Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
- representing array problems with available materials and explaining reasoning
- Maths 2: Count and order small collections of Australian coins and notes according to their value (ACMNA034)
- identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin
- Maths 2: Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)
- comparing lengths using finger length, hand span or a piece of string
- comparing areas using the palm of the hand or a stone
- comparing capacities using a range of containers
- Maths 2: Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (ACMMG039)
- describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three
- Maths 2: Name and order months and seasons (ACMMG040)
- investigating the seasons used by Aboriginal people, comparing them to those used in Western society and recognising the connection to weather patterns.
- Maths 2: Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
- using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days
- Maths 2: Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
- identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners
- Maths 2: Describe the features of three-dimensional objects (ACMMG043)
- identifying geometric features such as the number of faces, corners or edges
- Science 1: Participate in guided investigations to explore and answer questions (ACSIS025)
- sorting information and classifying objects based on easily observable characteristics with teacher guidance
- Science 1: Living things have a variety of external features (ACSSU017)
- recognising common features of animals such as head, legs and wings
- describing the use of animal body parts for particular purposes such as moving and feeding
- identifying common features of plants such as leaves and roots
- describing the use of plant parts for particular purposes such as making food and obtaining water
- Science 1: Observable changes occur in the sky and landscape (ACSSU019)
- exploring the local environment to identify and describe natural, managed and constructed features
- Science 1: Light and sound are produced by a range of sources and can be sensed (ACSSU020)
- comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound
- Science 1: People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
- considering that technologies used by Aboriginal and Torres Strait Islander Peoples require an understanding of how materials can be sustainably sourced to make tools and weapons, musical instruments, clothing, cosmetics and artworks (OI.2, OI.3)
- considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for plants and animals
- exploring how musical instruments can be used to produce different sounds
- comparing how different light sources are used in daily life
- identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals
- Science 2: Participate in guided investigations to explore and answer questions (ACSIS038)
- researching with the use of simple information sources
- sorting objects and events based on easily identified characteristics
- Science 2: Living things grow, change and have offspring similar to themselves (ACSSU030)
- recognising that living things have predictable characteristics at different stages of development
- observing that all animals have offspring, usually with two parents
- Science 2: Different materials can be combined for a particular purpose (ACSSU031)
- exploring the local environment to observe a variety of materials, and describing ways in which materials are used
- investigating the effects of mixing materials together
- identifying materials such as paper that can be changed and remade or recycled into new products
- Science 2: Earth’s resources are used in a variety of ways (ACSSU032)
- identifying the Earth’s resources including water, soil and minerals, and describing how they are used in the school
- identifying actions at school such as turning off dripping taps, that can conserve resources
- Science 2: A push or a pull affects how an object moves or changes shape (ACSSU033)
- exploring ways that objects move on land, through water and in the air
- exploring how different strengths of pushes and pulls affect the movement of objects
- considering the effects of objects being pulled towards the Earth
- Science 2: People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
- investigating how Aboriginal and Torres Strait Islander Peoples use science to meet their needs, such as food supply (OI.2, OI.3, OI.5)
- monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature
- exploring how different cultures have made inks, pigments and paints by mixing materials
- identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies
- recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources
- Science 2: Represent and communicate observations and ideas in a variety of ways (ACSIS042)
- presenting ideas to other students, both one-to-one and in small groups
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated
- imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
- HASS 1: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
- comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blended)
- examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work outside the home, child care, gender roles, children’s responsibilities, pocket money)
- HASS 1: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
- creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
- retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs
- explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, ‘further’, ‘close to’, ‘before’, ‘after’, ‘here’, ‘there’, ‘at’)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- sharing with their teacher, other students and members of their family what they know and have learnt about connections with other places, and explaining the significance of these connections
- using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it
- HASS 2: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
- conveying information about the past and familiar places by representing ideas in written, spoken, pictorial or performance modes and by creating imaginative responses
- composing reports with multimedia to share findings (for example, findings of a comparison of past and present daily life, a report on how access to and use of a place has changed over time, or recommendations on a building of significance)
- using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)
- HASS 2: The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047)
- investigating the definition of a continent and the seven-continent and six-continent models
- using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map
- describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far
- Dance F-2: Use fundamental movement skills to develop technical skills when practising dance sequences (ACADAM002)
- Considering viewpoints – meanings and interpretations: For example – How are you communicating the ideas or intention in this dance? forms and elements: Which levels are you using in your dance?
- recognising and accepting a teacher’s or classmates’ constructive feedback
- Dance F-2: Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
- Considering viewpoints – meanings and interpretations: For example – What did this dance make you think about? Did the dance movements remind you of anything? How are you communicating the ideas or intention in this dance?
- exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region
- using expressive skills to engage the audience, for example, looking out to audience and using facial expression
- presenting their dance in a digital format
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- manipulating objects, puppets, 2D images and available technologies to create stories
- Drama F-2: Present drama that communicates ideas, including stories from their community, to an audience
(ACADRM029)
- Considering viewpoints – meanings and interpretations: For example – What do you want your audience to think about your drama? What did this drama make you think about? How did you feel when making/watching the drama? evaluations: What did you like best in the drama? Why?
- Media F-2: Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
- experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images
- experimenting with sound recording technology and found objects to create and record sound effects to support a story
- trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story
- Music F-2: Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
- practising techniques for singing songs and playing classroom instruments
- singing and playing music to explore the expressive possibilities of their voices and instruments
- Considering viewpoints – meanings and interpretations: For example – What did this music make you think about and why?
- practising and performing music using accessible technologies
- learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment
- assembling components of systems and checking they function as planned, for example when making a musical instrument
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
- planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
- HPE 1-2: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities
(ACPPS015)
- accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess
- HPE 1-2: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
- identifying and describing significant relationships in their lives and how these have evolved or changed over time
- HPE 1-2: Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
- identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
- HPE 1-2: Recognise situations and opportunities to promote health, safety and wellbeing
(ACPPS018)
- exploring how eating healthy foods can influence health and wellbeing
- exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- performing fundamental movement skills involving controlling objects with equipment and different parts of the body
- demonstrating balances and describing what helps to maintain stable positions
- demonstrating changes in speed, direction and level of movement in response to changes in music tempo
- selecting and implementing different movement skills to be successful in a game
- HPE 1-2: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
- performing movements under, over, through and between objects, people and equipment
- HPE 1-2: Use strategies to work in group situations when participating in physical activities (ACPMP030)
- suggesting and trialling how a game can be changed so that everyone can be involved
Level 3: collect, compare and categorise facts and opinions found in a widening range of sources
Content descriptions
- English 3: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
- exploring texts that highlight issues and problems in making moral decisions and discussing these with others
- English 3: Develop criteria for establishing personal preferences for literature (ACELT1598)
- building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
- selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
- English 3: Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
(ACELT1599)
- identifying and discussing the use of descriptive adjectives (‘in the middle of a vast, bare plain’) to establish setting and atmosphere (‘the castle loomed dark and forbidding’) and to draw readers into events that follow
- discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation
- English 3: Identify the point of view in a text and suggest alternative points of view
(ACELY1675)
- discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel
- English 3: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
- drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information
- English 3: Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
- identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
- analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
- reading text types from a student’s culture to enhance confidence in building reading strategies
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
(ACELY1680)
- making connections between the text and students own experience and other texts
- making connections between the information in print and images
- making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- using text features and search tools to locate information in written and digital texts efficiently
- making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
- English 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
- using print and digital resources to gather information about a topic
- selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact
- using appropriate simple, compound and complex sentences to express and combine ideas
- using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
- English 3: Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
- using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
- English 3: Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
- using features of relevant technologies to plan, sequence, compose and edit multimodal texts
- English 4: Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
- English 4: Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
(ACELA1793)
- participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
- English 4: Investigate how quoted (direct) and reported (indirect) speech work in different types of text
(ACELA1494)
- investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
(ACELA1496)
- examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
- English 4: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
- commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time
- comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- defining spoonerisms, neologisms and puns and exploring how they are used by authors to create a sense of freshness, originality and playfulness
- discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter, for example ‘He grasps the crag with crooked hands’ (Alfred, Lord Tennyson); ‘Wee … tim’rous beastie’ (Robert Burns)
- English 4: Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas
- English 4: Create literary texts by developing storylines, characters and settings (ACELT1794)
- English 4: Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
- viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
- discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
- English 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
- English 4: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1690)
- describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify with them
- English 4: Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
- reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including self correction strategies such confirming and cross-checking
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- making connections between the text and students’ own experience and other texts
- making connections between information in print and images
- building and using prior knowledge and vocabulary
- bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
(ACELY1694)
- using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
- using appropriate simple, compound and complex sentences to express and combine ideas
- using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)
- English 4: Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
- revising written texts: editing for grammatical and spelling accuracy and clarity of the text, to improve the connection between ideas and the overall flow of the piece
- English 4: Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
- identifying and selecting appropriate software programs for constructing text
- Maths 3: Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
- identifying even numbers using skip counting by twos or by grouping even collections of objects in twos
- explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
- Maths 3: Recognise and explain the connection between addition and subtraction (ACMNA054)
- demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences
- Maths 3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
- Maths 3: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
- recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions (for example Japanese Yen)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- identifying and writing the rules for number patterns
- describing a rule for a number pattern, then creating the pattern
- Maths 3: Create and interpret simple grid maps to show position and pathways (ACMMG065)
- Maths 3: Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
- opening doors partially and fully and comparing the size of the angles created
- recognising that analogue clocks use the turning of arms to indicate time, and comparing the size of angles between the arms for familiar times
- Maths 3: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
- conducting repeated trials of chance experiments such as tossing a coin or drawing a ball from a bag and identifying the variations between trials
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among Year 3 students in our class?’)
- Maths 3: Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
- exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
- collecting data to investigate features in the natural environment
- Maths 3: Interpret and compare data displays (ACMSP070)
- comparing various student-generated data representations and describing their similarities and differences
- Maths 4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
- recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens
- Maths 4: Investigate equivalent fractions used in contexts (ACMNA077)
- exploring the relationship between families of fractions (halves, quarters and eighths or thirds and sixths) by folding a series of paper strips to construct a fraction wall
- Maths 4: Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- Maths 4: Explore and describe number patterns resulting from performing multiplication (ACMNA081)
- identifying examples of number patterns in everyday life
- Maths 4: Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Maths 4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
- identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes
- Maths 4: Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
- identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
- using directions to find features on a map
- Maths 4: Compare angles and classify them as equal to, greater than, or less than, a right angle
(ACMMG089)
- creating angles and comparing them to a right angle using digital technologies
- Maths 4: Describe possible everyday events and order their chances of occurring (ACMSP092)
- using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur
- Maths 4: Identify everyday events where one cannot happen if the other happens (ACMSP093)
- Maths 4: Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)
- explaining why the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby
- Maths 4: Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
- comparing the effectiveness of different methods of collecting data
- Maths 4: Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
- interpreting data representations in the media and other forums in which symbols represent more than one data value
- suggesting questions that can be answered by a given data display and using the display to answer questions
- Science 3: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
- using provided tables to organise materials and objects based on observable properties
- discussing how to graph data presented in a table
- identifying and discussing numerical and visual patterns in data collected from students’ own investigations and from secondary sources
- Science 3: Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
- Science 4: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
- identifying and discussing numerical and visual patterns in data collected from students’ investigations and from other sources
- using provided graphic organisers to sort and represent information
- Science 4: Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
- HASS 3: Pose questions to investigate people, events, places and issues (ACHASSI052)
- posing relevant questions when investigating the contribution individuals and groups have made to the development of the local community (‘Who?’, ‘What?’, ‘When?’, ‘Where?’, ‘Why?’)
- developing inquiring questions as they investigate (for example, ‘Why there?’ questions about location; ‘What might happen?’ questions about future consequences of natural processes or people’s actions in places; and ‘What ought to happen?’ questions or other questions about ethical behaviour, sustainability and preferred futures)
- asking key questions when investigating a topic (for example, questions such as ‘How did people settle?’, ‘Who were they?’, ‘Why did they come to the area?’ when researching the establishment of a local community) and probing questions during an investigation (for example, ‘Why is that so?’, ‘What else do we need to know?’)
- posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)
- HASS 3: Locate and collect information and data from different sources, including observations (ACHASSI053)
- locating sources suited to learning about the past (for example, photographs, interviews, newspapers, stories and maps, including those online)
- collecting information in the field (for example, taking photographs, making sketches, taking water measurements or collecting natural objects to support the investigation of eocological health, settlement or demographic details of a place)
- collecting data from maps, aerial photographs, satellite images or a digital application (for example, Google Earth) to identify, locate and describe different types of settlement
- collecting information about the changing composition of their community from sources, such as census data, cemetery observations, interviews with older people or surveys
- interviewing people to seek information about feelings, preferences, perspectives and actions (for example, to find out how people feel about places; how people celebrate and commemorate; how decisions are made in different situations; how and why people participate in their community)
- acquiring geographical information from schools in geographically contrasting parts of Australia and/or neighbouring countries
- HASS 3: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI054)
- using information technologies to record and organise information in tables, databases and digital concept maps (for example, creating a consequence chart to show what happens when school rules are not followed, or when human settlement damages a component of the natural environment)
- creating tables or picture and column graphs to show patterns in data collected from observations or other sources (for example, to show similarities and differences between places; the results of class votes on issues or decisions, participation in community activities, number of local monuments)
- placing graphs and other data on electronic maps to visualise differences between types and patterns of settlements
- constructing and annotating maps (for example, to show the natural and human features of Australia) using the appropriate cartographic conventions including map symbols, title and north point
- HASS 3: Sequence information about people’s lives and events (ACHASSI055)
- developing an annotated timeline (for example, a timeline of celebrations and commemorations)
- creating visual representations of a sequence of events or happenings (for example, the stages involved in making decisions in a familiar context, such as a planning a class activity, the sequence of seasonal changes in different climates)
- HASS 3: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events
- identifying statements of fact and statements of opinion in class discussions
- identifying differences in the meaning of celebrations when viewed from different perspectives that result in different actions (for example, the meaning of Australia Day for many Aboriginal and Torres Strait Islander Peoples when compared with its meaning for many other Australians)
- exploring stories about places and people told by Aboriginal and Torres Strait Islander Peoples, and by people from other cultures including people from Asia and the Pacific region
- sharing points of view and identifying different perspectives and actions relating to issues that affect themselves and their peers (for example, discussing class rules, the different responses to them by class members, different perceptions of the value of places and ecosystems in the local area, communicating across cultures)
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- finding the meaning of acronyms/initialisms they encounter (for example, NAIDOC, ANZAC, NZ, USA, ACT)
- interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information to make inferences about changing life expectancy)
- identifying differences in the representation of a place on a map, in an aerial photo and in a satellite image and discussing how different methods of representation give different information about distributions and patterns
- interpreting cartographic information such as titles, map symbols, north point, compass direction, grid references and major lines of latitude
- using maps, ground and aerial photographs and satellite images or a digital application (for example, European Space Agency, NASA World Wind or Google Earth), to identify, locate and describe geographical patterns and distributions (for example, different types and patterns of settlements in Australia and Asia)
- discussing and comparing how Aboriginal and Torres Strait Islander Peoples may represent places and their features visually (for example, in paintings and sand drawings) and identify symbols and patterns
- HASS 3: Draw simple conclusions based on analysis of information and data
(ACHASSI058)
- explaining conclusions about how their place and community have changed and developed (for example, settlement patterns, local changes in plant and animal species, historic events, cultural celebrations)
- drawing conclusions about their community’s heritage based on an evaluation of information provided by the local council (for example, the development of its multicultural profile; its significant events and how people have participated in them and contributed to their maintenance; the preservation of unique features of the natural environment)
- examining the meaning of diversity using examples drawn from their community (such as celebrations and commemorations), drawn from other countries (such as environments, climate, lifestyle, settlement) and from the experiences of their peers (such as how they participate in their family and community)
- HASS 3: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
- composing different types of texts to report findings of an investigation (for example, reporting on a historical investigation and its researched facts and findings by writing a biography about a noteworthy individual or group, a narrative account of a significant event, a report about a celebration, an explanation of the multicultural character of the community)
- arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing in their community, the need to preserve an endangered species) and making effective use of persuasive language such as ‘I think’ and ‘I dis/agree that’ to gain the support of others
- describing the location and direction from a local place in Australia to a local place in at least two neighbouring countries (for example, New Zealand and Indonesia) using a globe or wall map
- selecting and applying appropriate media to communicate their findings, including the use of graphs, tables, timelines, photographs and pictures
- using subject-appropriate terms when speaking, writing and illustrating, for example, historical terms (such as ‘immigration’, ‘exploration’, ‘development’, ‘settlement’, ‘naming days of commemoration’ and ‘emblems’); geographical terms (such as ‘climate’, ‘settlement’, ‘environment’, ‘natural’ and ‘constructed’); and civic terms (such as ‘community’, ‘decision-making’, ‘participation’)
- HASS 3: The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
(ACHASSK062)
- liasing with Community to identify original language groups of Aboriginal or Torres Strait Islander Peoples who belong to the local area and exploring the relationship between language, Country/Place and spirituality. (This is intended to be a local area study with a focus on one language group; however, if information or sources are not readily available, another representative area may be studied.)
- listening to Aboriginal or Torres Strait Islander Elders, grandparents and older community members tell stories associated with the local language groups and the land they belong to
- discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky
- HASS 3: How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
- exploring photographs, newspapers, oral histories, diaries and letters to investigate how an aspect of life in the local community (for example, transport, entertainment, the natural and built environment, technology) has changed over time (for example, from the time of European settlement to the present day)
- comparing photographs from the past and present of a specific location to identify the change or continuity (similarities and differences over time) associated with people, events/developments, places or ecosystems
- identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental contributions) and character (for example, culturally diverse, multi-faith, prosperous, helpful)
- exploring how the contributions of individuals, groups and organisations are recognised (for example, parades, Australia Day Awards, monuments)
- HASS 3: The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
- examining how weather contributes to a climate type
- identifying the hot, temperate and polar zones of the world and the difference between climate and weather
- identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean)
- investigating and comparing what it would be like to live in a place with a different climate to their own place
- HASS 3: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
- exploring people’s feelings for place and the factors that influence people’s attachment to place, through reading and viewing poems, songs, paintings and stories
- discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage site)
- exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)
- investigating the diversity of people who live in their place (for example, surveying the school community about age, birthplace and ancestry) and comparing them with a school in another place in Australia or neighbouring country
- examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places
- HASS 3: Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
- discussing situations where it is not fair to have one rule that treats everyone the same, if some people (for example, students with a disability) have different needs or would be unable to follow the rules
- exploring cultural norms behind some rule-making (for example, removing shoes before entering places of cultural significance)
- identifying who has the authority to make rules (for example, at school or in a sporting club)
- HASS 3: Why people participate within communities and how students can actively participate and contribute (ACHASSK072)
- identifying groups in the local community or through a virtual community and exploring their purpose
- exploring how they could participate in a school or community project (for example, raising money for a relevant aid project such as sponsorship of a sports team; working to protect a bird habitat)
- investigating an individual’s contribution and why it was recognised (for example, an individual who was awarded an Order of Australia)
- exploring the motivations of people who have contributed to communities (for example, local community volunteers, leaders and Elders)
- HASS 4: Pose questions to investigate people, events, places and issues (ACHASSI073)
- asking questions before, during and after an investigation using tools such as a KWL chart (what they know, what they want to know and what they have learned) and five W’s + H (who, what, when, where, how and why)
- developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present
- generating a range of questions (for example, evaluation questions, reflecting questions) about contemporary issues reported in the media
- discussing how an investigation about the past (for example, a shipwreck explored through a museum display, video or interactive website) is guided by questions at different stages, including ‘Why is that important now?’
- HASS 4: Locate and collect information and data from different sources, including observations (ACHASSI074)
- identifying the types of sources suited to historical, geographical, civic and cultural inquiry and discussing why suitable sources might be different
- identifying sources for a historical study, such as sites, paintings (or their representations), maps, written records/accounts, database information, traditional ballads and stories
- brainstorming ways that information might be collected for an inquiry (for example, surveys, interviews, tallying) and choosing, with teacher guidance, the most effective sources of data (for example, the internet, thematic maps, photographs, satellite imagery, field data collection)
- using Google Earth or similar applications to collect geographical information (for example, the extent of vegetation in an area, or to explore settlement along a major river valley in Africa or South America, from its source to the sea)
- exploring stories about the groups people belong to, for example, about cultural groups (such as groups that value Aboriginal, Torres Strait Islander or Asian heritage), from interest and community groups (such as recreational and volunteering organisations) and from gender or religious groups
- acquiring geographical information about environments and resources from a range of sources, such as a knowledgeable Aboriginal community member or from schools in contrasting parts of Australia and/or other countries in the Southern Hemisphere
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI075)
- using graphic organisers to sort and record information (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, Y-charts, network diagrams) or to show simple relationships (for example, a food web in mangrove or Antarctic waters)
- constructing maps, graphs or tables to display data and information (for example, changes in the distribution of different types of vegetation; the loss of native species; the movement of peoples over time; the population of places over time; resource distribution in places that have been colonised; social, cultural and religious groups in Australia’s society) using digital applications as appropriate
- recording and sorting collected information using tally sheets, murals, surveys, graphs and tables, databases or spreadsheets
- showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass points, sea routes, legends, dates, pictorial details, annotations and captions)
- annotating maps using the appropriate cartographic conventions including map symbols, scale and north point to show places and their features, in Australia, and in selected countries of Africa and South America
- HASS 4: Sequence information about people’s lives and events (ACHASSI076)
- creating a timeline by accurately placing information about key events or people in chronological order and explaining the sequence
- using graphic organisers to show the sequential stages of a process (for example, a flowchart that shows the stages of local government decision-making; a consequence wheel that shows causes and effects; seasonal charts such as an Aboriginal representation describing environmental evidence)
- recounting and sequencing events associated with a particular history (for example, developing an annotated map to describe the sea route of the First Fleet and the timing of its passage)
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- exploring different points of view about a familiar event (for example, Australia Day, National Sorry Day) or issue (for example, a school issue, an environmental issue)
- exploring different stories associated with a past event to discover the experiences, thoughts or feelings of the people at that time (for example, the points of view of male, female and child convicts, soldiers, free settlers, some Aboriginal and Torres Strait Islander people in the early colonial era)
- identifying differing viewpoints and considering their related ethical implications when discussing the past and present (for example, personal preference versus respecting the law such as personal freedom versus following the legal requirement to wear a bike helmet; different views over time about people’s character such as convicts who stole food were sinful)
- exploring different viewpoints about the sustainable use of a place (for example, environmental management laws and Aboriginal and Torres Strait Islander Peoples’ practices)
- sharing aspects of their cultural identity and considering how it might be similar and different to the cultural identity of others
- identifying stereotypes presented in texts and pictures, such as generalisations about gender roles, and talking about who is advantaged by stereotypes and who is disadvantaged
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- decoding the meaning of symbols and emblems associated with Australian history, geography and civic life and applying an understanding of conventions, vocabulary and symbols when interpreting large-scale maps
- comparing information in sources to identify evidence of change (for example, Aboriginal, Dutch and French place names on Australia’s west coast; past and present distribution of vegetation in North Africa that points to increasing desertification)
- interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)
- interpreting thematic maps and using Google Earth or similar applications to describe the characteristics of a continent or region or to identify the distribution of a particular characteristic (for example, languages of South America, equatorial rainforests, settlement along a major river valley in South America from its source to the sea)
- comparing environments in places of similar climate and vegetation that are located on different continents (for example, sandy, icy and stony deserts of Australia, Africa, Antarctica and South America)
- HASS 4: Draw simple conclusions based on analysis of information and data
(ACHASSI079)
- describing risks in past times (for example, for those involved in sea travel, exploration and colonisation) and making inferences about similar risks today (for example, the risks of space and deep sea exploration, colonising other planets, adapting to life in a new environment)
- explaining how seeking resources is connected to trade, world exploration, colonisation and environmental change
- finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; local government services and how people benefit)
- concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
- using new knowledge to make an argument on a topic relevant to them and their community (for example, whether they agree with a school rule, a proposed change in the community, what the local government can do about an issue)
- reflecting on how people of the past are represented in fiction and other sources, and critically examining stereotypes in their representations (for example, claims that women did not work, inferences that all Aboriginal and Torres Strait Islander Peoples are the same)
- HASS 4: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
- composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)
- selecting appropriate representations to suit and enhance their communication, including graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- describing the relative location of different features in a place by distance and compass direction (for example, the distance from their home to the local waste management site, the route of a navigator)
- using accurate and subject-appropriate terms when speaking, writing and illustrating, for example, using historical terms (such as ‘exploration’, ‘navigation’, ‘trade’, penal’, ‘transportation’, ‘contact’, ‘frontier conflict’, ‘colonisation’), using geographical terms (such as ‘continents’, ‘countries’, ‘natural resources’, ‘vegetation’, ‘environments’, ‘ecosystems’, ‘sustainability’, ‘consumption’, ‘waste’ and ‘management’) and using civic terms (such as ‘local government’, ‘decision-making’, ‘services’, ‘roles’, ‘responsibilities’, ‘rules’, ‘laws’ and ‘belonging’)
- HASS 4: The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)
- mapping the diversity of Aboriginal and Torres Strait Islander language groups in Australia and recognising the groups of their local area and state/territory (or considering why there may not be specific local records)
- recognising that Australia has two indigenous cultural groups: Aboriginal Peoples and Torres Strait Islander Peoples
- studying early archaeological sites (for example, Nauwalabila, Devil’s Lair, Lake Mungo) that show the long and continuous connection of Aboriginal Peoples to Country
- investigating pre-contact ways of life of the Aboriginal and/or Torres Strait Islander Peoples; their knowledge of their environment including land management practices; and their fundamental beliefs about the interconnectedness of Country/Place, People, Culture and Identity
- exploring how Aboriginal Peoples exchanged ideas, technology and goods with each other and with Torres Strait Islander Peoples across vast distances
- studying totems in the lives of Aboriginal and/or Torres Strait Islander Peoples and examining the differences between their totems
- HASS 4: The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts (ACHASSK084)
- identifying key individuals and groups who established contacts with Africa, the Americas, Asia and Oceania during the European age of discovery
- investigating what motivated countries to explore and colonise
- examining the journey of one or more explorers (for example, Christopher Columbus, Vasco da Gama, Ferdinand Magellan), using navigation maps to reconstruct their journeys
- examining the journey of one or more explorers of the Australian coastline (for example, the Macassans, Dirk Hartog, Abel Tasman, James Cook, Comte de la Perouse) using navigation maps to reconstruct their journeys
- examining the impact of European exploration or colonisation on ONE society
- investigating networks of exchange and what was exchanged between different groups of people (for example, ideas, spices, food, slaves)
- recognising that people from many continents have explored parts of the world (for example, Zheng He, Ibn Battuta)
- HASS 4: Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival (ACHASSK085)
- investigating reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
- investigating attitudes to the poor, the treatment of prisoners at that time, and the social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards
- investigating daily life in the Botany Bay penal settlement and challenges experienced by the people there and how they were managed
- HASS 4: The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)
- investigating contact with Aboriginal and Torres Strait Islander Peoples before 1788 (for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people)
- comparing the European concept of land ownership, including terra nullius, with the Aboriginal and Torres Strait Islander Peoples’ relationship with the land, sea, waterways and sky, and how this affected relations between the groups
- exploring early contact of Aboriginal people with the British including people (for example, Pemulwuy, Bennelong) and events of conciliation and resistance (such as the Black War)
- exploring the impact that British colonisation had on the lives of Aboriginal and Torres Strait Islander Peoples (dispossession; dislocation; and the loss of lives through conflict, disease, loss of food sources and medicines)
- considering whether the interactions between Europeans and Aboriginal and Torres Strait Islander Peoples had positive or negative effects
- examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal Peoples’ Country
- HASS 4: The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
- identifying the main types of vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
- exploring how vegetation has an important role in sustaining the environment by producing oxygen, protecting food-producing land from erosion, retaining rainfall, providing habitat for animals, sheltering crops and livestock, providing shade for people, cooling urban places, producing medicines, wood and fibre, and making places appear more attractive
- explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
- explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)
- exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation)
- HASS 4: The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
(ACHASSK089)
- recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia
- investigating how Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to the resources of their Country/Place (for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People; and the local Country/Place)
- investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (such as rotational use and harvesting of resources, mutton-bird harvesting in Tasmania, the use of fire, and the collection of bush food from semi-arid rangelands)
- HASS 4: The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
- identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use)
- exploring how some natural resources are used and managed in sustainable and non-sustainable ways
- identifying renewable and non-renewable resources
- investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)
- exploring the work of groups and organisations which manage natural resources and/or waste
- HASS 4: The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)
- distinguishing between ‘laws’ (for example, speeding in school zones) and ‘rules’ (for example, sun safety in the school)
- exploring the purpose of laws and recognising that laws apply to everyone in society
- discussing examples of laws and why they are important to students’ lives
- investigating the impact of laws on Aboriginal and Torres Strait Islander Peoples (for example, environmental laws, native title laws and laws concerning sacred sites)
- HASS 4: The different cultural, religious and/or social groups to which they and others in the community belong (ACHASSK093)
- identifying diversity through the different social, cultural and religious groups students belong to
- listing and comparing the different beliefs, traditions and symbols used by groups
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment
- altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth
- selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis
- Considering viewpoints – forms and elements: For example – How did the/does your dance begin? Was/is there a middle part? How did/does the dance end? What shapes did you see/make? (individual and group)
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- identifying meaning and describing purposes in dances from different social, cultural or historical contexts such as dances that include digital, visual or theatrical elements
- comparing the expectations and requirements of performers and audience in different cultural settings
- examining dances in their community and comparing them to other dances of different peoples, times and cultures
- Considering viewpoints – meanings and interpretations: For example – Is there a story in the dance? How are you using grouping or pathways to communicate ideas or intentions in your dance?
- writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- exploring and experiencing a range of roles and situations that they initiate and develop
- making improvisations that explore issues and ideas using empathy
- using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers, for example, establishing time and place and the roles and characters in the drama
- experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
- Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, situation, time and place part of the action? How is the dramatic tension developed in the drama?
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- identifying meaning and describing purposes in drama from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances
- examining drama in their community and comparing it to other drama of different people, times and cultures
- Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
- writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- storyboarding and filming a short sequence showing a conflict, selecting camera angles, lighting and costume to convey meaning without dialogue
- planning and scripting a radio advertisement for a school event with respect for the rules and image the school seeks to promote
- Considering viewpoints – societies and cultures: For example – What school event could I make an advertisement for?
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- comparing media artworks made for different purposes using appropriate language, and identifying possible differences in audiences’ interpretations
- Considering viewpoints – evaluations: For example – What is similar or different to my school/home in a television representation of school/home?
- examining media artworks in their community and comparing these to other media artworks commemorating different people, times and cultures
- writing about and discussing with others the meaning of their own media artworks using appropriate language
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- exploring given rhythm and pitch patterns, structures or timbres to improvise and create music
- using notation to represent sound and record ideas, such as inventing a graphic score to represent sounds of the environment
- improvising and trialling ideas to create compositions for specific audiences and purposes
- Considering viewpoints – evaluations: For example – How did the music make you feel and why?
- creating, sourcing and organising music using a range of accessible technologies
- Music 3-4: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
- identifying meaning and describing purposes in music from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audiences in different cultural settings
- examining music in their community and comparing it to other music of different people, times and cultures
- writing about how they have used the elements of music when composing and performing and discussing with others the meaning and intended purposes of their compositions
- Considering viewpoints – evaluations: For example – How did the music make you feel and why?
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- Considering viewpoints – meanings and interpretations: For example – What is this painting telling us about the past? How does the artwork use visual conventions to convey meaning? How did the artist work within a space, and at this time? How and why did they innovate their practice?
- exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- Considering viewpoints – societies and cultures: For example – What clues in the artwork tell you where it was made, who made it, and why? What artworks are you familiar with? Which style of artworks represents your community?
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- Considering viewpoints – materials and technologies: For example – What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? Can you develop your ideas using different materials?
- practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
- Considering viewpoints – societies, cultures and histories: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? What are the people in the painting doing? Can you draw what you did on Australia Day?
- comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
- examining public art in their community and comparing it to other artwork commemorating different people, times and cultures
- writing about and discussing with others the meaning of their own artworks
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- examining models to identify how forces and materials are used in the design of a toy
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
- identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
- describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability
- recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
- critiquing and selecting appropriate joining techniques for materials to produce working models
- exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
- examining the structure and production of everyday products, services and environments to enhance their own design ideas
- exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- exploring ways of joining, connecting and assembling components that ensure success
- generating a range of design ideas for intended products, services, environments
- identifying the properties of materials needed for the designed solution
- visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
- planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- negotiating criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on the sustainability implications of selected designed solutions
- comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
- D&T 3-4: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- determining planning processes as a class, for example recording a procedure or creating time plans
- identifying the steps in a mass production process
- sequencing steps to collaboratively produce a designed solution
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story
- DT 3-4: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- recognising representations of different types of data such as waves for sound
- exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region
- DT 3-4: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
- using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
- improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
- using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
- exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
- recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and why
- describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- explaining to others how to follow technical instructions, for example how to capture and download images from a mobile device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
- implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
- creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks
- exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
- HPE 3-4: Explore how success, challenge and failure strengthen identities
(ACPPS033)
- suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
- HPE 3-4: Explore strategies to manage physical, social and emotional change (ACPPS034)
- discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations
- exploring how friendships change as they grow older and identifying strategies to manage change
- identifying people or sources of information that they can access if they have questions about the changes that are occurring
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
- HPE 3-4: Identify and practise strategies to promote health, safety and wellbeing
(ACPPS036)
- examining their own eating patterns by researching
- HPE 3-4: Investigate how emotional responses vary in depth and strength (ACPPS038)
- analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
- describing strategies they can use to identify and manage their emotions before making a decision to act
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- accessing different sources of health information and examining the accuracy of these sources
- examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages
- HPE 3-4: Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
- identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school
- creating promotional posters to display around the school containing positive health and physical activity messages
- exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving
- HPE 3-4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
- exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- transferring and applying skills to solve movement challenges
- testing alternative responses to movement challenges and predicting the success or effectiveness of each
- posing questions to others as a strategy for solving movement challenges
- drawing on prior knowledge to solve movement challenges
Elaborations only
- English 3: Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
- observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer’s eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness
- English 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
- reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities
- exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
- English 3: Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
- distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- English 3: Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
- knowing that a clause is basically a group of words that contains a verb
- knowing that, in terms of meaning, a basic clause represents: what is happening; what state is being described; who or what is involved; and the surrounding circumstances
- English 3: Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense
(ACELA1482)
- learning how time is represented through the tense of a verb, for example ‘She arrived’, ‘She is arriving’ and adverbials of time, for example ‘She arrived yesterday’, ‘She is arriving in the morning’
- English 3: Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word
(ACELA1827)
- exploring generalisations for adding a suffix to a base word to form a plural or past tense, for example to make a word plural when it ends in ‘ss’, ‘sh’, ‘ch’ or ‘z’, add ‘es’
- English 3: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
- identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems
- exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment
- English 3: Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
- participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking students’ own understanding against group views
- English 3: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
- listening actively including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information
- learning the specific speaking or listening skills of different group roles, for example group leader, note taker and reporter
- acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes
- using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends
- English 4: Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
- understanding how age, status, expertise and familiarity influence the ways in which we interact with people and how these codes and conventions vary across cultures
- English 4: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
- knowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to something previously mentioned; determiners (for example ‘this’, ‘that’, ‘these’, ‘those’, ‘the’,); text connectives that create links between sentences (for example ‘however’, ‘therefore’, ‘nevertheless’, ‘in addition’, ‘by contrast’, ‘in summary’)
- English 4: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
- exploring texts to identify the use of quotation marks
- experimenting with the use of quotation marks in students’ own writing
- English 4: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
- creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’)
- English 4: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’
- English 4: Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)
- using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’
- English 4: Discuss literary experiences with others, sharing responses and expressing a point of view
(ACELT1603)
- sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
- drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: ‘Do I recognise this in my own world?’; ‘How is this text similar to or different from other texts I’ve read?’; ‘How common is it to human experience in the real world?’; ‘What new ideas does it bring?’; ’How do they fit with what I believe?’
- English 4: Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)
- English 4: Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- identifying pivotal points in the plot where characters are faced with choices and commenting on how the author makes us care about their decisions and consequences
- English 4: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations
- developing appropriate speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently
- choosing a variety of appropriate words and prepositional phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately
- exploring the effects of changing voice tone, volume, pitch and pace in formal and informal contexts
- Maths 3: Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
- placing four-digit numbers on a number line using an appropriate scale
- Maths 3: Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation
(ACMNA055)
- recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers
- combining knowledge of addition and subtraction facts and partitioning to aid computation (for example 57 + 19 = 57 + 20 – 1)
- Maths 3: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
- partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
- recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese
- Maths 3: Measure, order and compare objects using familiar metric units of length, mass and capacity
(ACMMG061)
- recognising the importance of using common units of measurement
- recognising and using centimetres and metres, grams and kilograms, and millilitres and litres
- Maths 3: Tell time to the minute and investigate the relationship between units of time (ACMMG062)
- recognising there are 60 minutes in an hour and 60 seconds in a minute
- Maths 3: Make models of three-dimensional objects and describe key features (ACMMG063)
- exploring the creation of three-dimensional objects using origami, including prisms and pyramids
- Maths 3: Identify symmetry in the environment (ACMMG066)
- identifying symmetry in Aboriginal rock carvings or art
- identifying symmetry in the natural and built environment
- Maths 4: Investigate and use the properties of odd and even numbers (ACMNA071)
- using the four operations with pairs of odd or even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations
- Maths 4: Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
- recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
- Maths 4: Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
- using known multiplication facts to calculate related division facts
- Maths 4: Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder
(ACMNA076)
- using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder
- Maths 4: Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line
(ACMNA078)
- converting mixed numbers to improper fractions and vice versa
- investigating the use of fractions and sharing as a way of managing Country: for example taking no more than half the eggs from a nest to protect future bird populations
- Maths 4: Compare objects using familiar metric units of area and volume
(ACMMG290)
- comparing volume using centicubes
- recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)
- Maths 4: Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
- calculating the time spent at school during a normal school day
- calculating the time required to travel between two locations
- determining arrival time given departure time
- Maths 4: Compare the areas of regular and irregular shapes by informal means (ACMMG087)
- comparing areas using metric units, such as counting the number of square centimetres required to cover two areas by overlaying the areas with a grid of centimetre squares
- Maths 4: Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
- exploring ways of presenting data and showing the results of investigations
- investigating data displays using many-to-one correspondence
- Science 3: Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
- recognising characteristics of living things such as growing, moving, sensitivity and reproducing
- sorting living and non-living things based on characteristics
- exploring differences between living, once living and products of living things
- Science 3: A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
- exploring how changes from solid to liquid and liquid to solid can help us recycle materials
- Science 3: Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
- modelling the relative sizes and movement of the sun, Earth and moon
- Science 3: Heat can be produced in many ways and can move from one object to another (ACSSU049)
- describing how heat can be produced such as through friction or motion, electricity or chemically (burning)
- exploring how heat can be transferred through conduction
- Science 3: Science involves making predictions and describing patterns and relationships (ACSHE050)
- researching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander Peoples (OI.3, OI.5)
- Science 3: Science knowledge helps people to understand the effect of their actions (ACSHE051)
- considering how heating affects materials used in everyday life
- considering how materials including solids and liquids affect the environment in different ways
- deciding what characteristics make a material a pollutant
- Science 3: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
- exploring different ways to show processes and relationships through diagrams, models and role play
- Science 4: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
- considering familiar situations in order to think about possible areas for investigation
- Science 4: Living things have life cycles (ACSSU072)
- comparing life cycles of animals and plants
- Science 4: Living things depend on each other and the environment to survive (ACSSU073)
- investigating how plants provide shelter for animals
- investigating the roles of living things in a habitat, for instance producers, consumers or decomposers
- observing and describing predator-prey relationships
- recognising that interactions between living things may be competitive or mutually beneficial
- Science 4: Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)
- investigating a particular property across a range of materials
- considering how the properties of materials affect the management of waste or can lead to pollution
- Science 4: Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
- investigating the characteristics of soils
- considering how different human activities cause erosion of the Earth’s surface
- Science 4: Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
- observing qualitatively how speed is affected by the size of a force
- exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
- comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces
- investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling
- Science 4: Science involves making predictions and describing patterns and relationships (ACSHE061)
- exploring ways in which scientists gather evidence for their ideas and develop explanations
- Science 4: Science knowledge helps people to understand the effect of their actions (ACSHE062)
- considering methods of waste management and how they can affect the environment
- exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment
- considering how to minimise the effects of erosion caused by human activity
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- HASS 3: Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
- generating a list of local, state and national symbols and emblems (for example, club emblems, school logos, flags, floral emblems, the Commonwealth Coat of Arms) and discussing their origins, use and significance
- examining the symbolism of flags (for example, the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example, all three flags are flown during NAIDOC Week, National Reconciliation Week, National Sorry Day and Mabo Day) and the roles, rights and responsibilities the community has when observing protocols around flag flying
- recognising the significance of other days or weeks (including the anniversary of the national Apology to Australia’s Indigenous Peoples of 2008, National Reconciliation Week, International Women’s Day, Labour Day and Harmony Day)
- HASS 3: The importance of making decisions democratically (ACHASSK070)
- building empathy by reflecting on how it feels to be included or excluded from making decisions and identifying situations when it is fair for decisions to be made without taking a majority vote (for example, by teachers or parents)
- identifying places and situations in communities where decisions are made democratically
- HASS 3: Interact with others with respect to share points of view (ACHASSI059)
- sharing and listening to others’ stories about their community and place (for example, Aboriginal or Torres Strait Islander oral histories of an area, park ranger recounts, speakers from commemorative organisations, personal experiences of celebrations)
- understanding their roles, rights and responsibilities in group situations
- respecting ways to ensure others’ points of view are shared in group situations (for example, adhering to and defending strategies that enable turn-taking and eliminate talking over others)
- valuing for and against arguments when making personal and group decisions
- HASS 3: Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan) (ACHASSK065)
- comparing the significance of national days in different countries, looking at why they developed and elements they have in common
- exploring through secondary sources significant events of cultures or countries around the world, including national days, and discussing whether they are celebrations or commemorations
- investigating the origins and significance of some international celebrations or commemorations (for example, the International Day of Peace)
- investigating the origins and significance of celebrations important to particular cultural groups in Australia and in other places of the world
- HASS 3: The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to locate and name significant places such as the states, territories, major cities and regional centres in Australia
- identifying and describing the major natural features of Australia (for example, rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef and islands of the Torres Strait) and describing them with annotations on a map
- comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented
- describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups
- exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes
- HASS 3: The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)
- using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, Timor-Leste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia
- describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue
- forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials)
- reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising strategies to reduce impacts on the environment
- proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden; making socially responsible decisions)
- HASS 4: Interact with others with respect to share points of view (ACHASSI080)
- participating in role-plays and simple debates which allow for equal presentation of viewpoints
- exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) or the different views about a current event (for example, the views of farmers, activists and government decision-makers about a road going through an endangered habitat)
- participating in cooperative strategies that enable decision-making about roles and responsibilities (for example, using de Bonos’ hats)
- HASS 4: The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)
- using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations
- using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America
- researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America
- using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographic features, environments, cities)
- HASS 4: The role of local government and the decisions it makes on behalf of the community (ACHASSK091)
- examining how local government is chosen and by whom
- exploring what local government does, including the services it provides (for example, environment and waste, libraries, health, parks, cultural events, pools and sport, arts and pet management)
- describing how local government services impact on the lives of students
- Dance 3-4: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
- exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express joy, or rolling softly on the floor using different body shapes to represent shells washed by the sea
- Drama 3-4: Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032)
- exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension
- Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
- sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces
- Considering viewpoints – evaluations: For example – How well did you collaborate to make drama? What worked best in the drama?
- planning and rehearsing their drama for a live or virtual performance
- exploring Aboriginal and Torres Strait Islander stories and how they are dramatically portrayed as a reference for shaping their own drama
- exploring dramatic traditions and practices from one or more Asian societies in their drama
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event
- taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language
- constructing realistic representations of the classroom or other community locations and then constructing fictional versions of the same space
- experimenting with tension to create meaning and sustain representations
- Considering viewpoints – forms and elements: For example – What images will I use and in what order?
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- singing learnt pitch and rhythm patterns and varying elements of music within them to create different effects, for example, singing softer or louder, faster or slower, repeating phrases
- exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases
- identifying and explaining features in music using terminology and a range of notation
- Considering viewpoints – forms and elements: For example – How did the music change? How many different sections are there in the music?
- using movement to demonstrate an understanding of musical form, changing actions as the music changes
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- Considering viewpoints – meanings and interpretations: For example – Why was this music written?
- rehearsing and performing music in unison and with accompaniment patterns
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- rehearsing and performing music using a range of technologies
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
- exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
- using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- demonstrating safe, responsible and cooperative work practices when making designed solutions
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
- organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school
- managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
- discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
- making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- creating an online connection with another school and identifying similarities and differences between students
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- exploring and practising different techniques to propel objects towards a target
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- planning and performing strategies to be successful in tag and dodge games
- exploring centre of gravity and stability as they perform balance activities
- using different equipment to create an original game or movement challenge
- HPE 3-4: Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
- recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues
Level 4: analyse, condense and combine relevant information from multiple sources
Content descriptions
- English 5: Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
- English 5: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
- interpreting narrative texts told as wordless picture books
- identifying and comparing sequences of images revealed through different hyperlink choices
- English 5: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs
- identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples
- English 5: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world
- investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
- English 5: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view
(ACELY1699)
- asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- English 5: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- English 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701)
- explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- selecting and using texts for their pertinence to the task and the accuracy of their information
- using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
- reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
- using vocabulary, including technical vocabulary, appropriate to purpose and context
- using paragraphs to present and sequence a text
- using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
- English 5: Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
(ACELY1705)
- editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
- English 5: Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
- English 6: Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
- English 6: Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
- observing how sequential events can be represented visually by a series of images, including comic strips, timelines, photo stories, procedure diagrams and flowcharts, life-cycle diagrams, and the flow of images in picture books
- observing how concepts, information and relationships can be represented visually through such images as tables, maps, graphs, diagrams, and icons
- English 6: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
- identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
- English 6: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
- English 6: Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
- English 6: Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
- English 6: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
- exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
- English 6: Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
- identifying how language choice and imagery build emotional connection and engagement with the story or theme
- describing how a character’s experience expressed through a verse novel impacts on students personally, how the author controls the revelation of the experiences and how the verse story builds meaning to its climax when we understand the whole
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
- English 6: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
- exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
- recognising that closed questions ask for precise responses while open questions prompt a speaker to provide more information
- English 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
- English 6: Analyse how text structures and language features work together to meet the purpose of a text
(ACELY1711)
- comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information
- identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- making connections between the text and students’ own experience or other texts
- making connections between information in print and images
- using prior knowledge and textual information to make inferences and predictions
- finding the main idea of a text
- summarising a text or part of a text
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)
- creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
- using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
- English 6: Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
- editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
- English 6: Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
- selecting and combining software functions as needed to create texts
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- exploring factors and multiples using number sequences
- Maths 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers
- applying the distributive law and using arrays to model multiplication and explain calculation strategies
- Maths 5: Solve problems involving division by a one digit number, including those that result in a remainder
(ACMNA101)
- using the fact that equivalent division calculations result if both numbers are divided by the same factor
- interpreting and representing the remainder in division calculations sensibly for the context
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
- modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
- Maths 5: Create simple financial plans (ACMNA106)
- creating a simple budget for a class fundraising event
- identifying the GST component of invoices and receipts
- Maths 5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Maths 5: Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
- posing questions about insect diversity in the playground, collecting data by taping a one-metre-square piece of paper to the playground and observing the type and number of insects on it over time
- Maths 5: Describe and interpret different data sets in context (ACMSP120)
- using and comparing data representations for different data sets to help decision making
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- applying strategies already developed for solving problems involving small numbers to those involving large numbers
- applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies
- Maths 6: Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124)
- understanding that integers are …-3, -2, -1, 0, 1, 2, 3,…..
- solving everyday additive problems using a number line
- investigating everyday situations that use integers, such as temperatures
- Maths 6: Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126)
- understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions
- solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
- modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes
- Maths 6: Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
- using authentic information to calculate prices on sale goods
- Maths 6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
(ACMNA133)
- identifying and generalising number patterns
- investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in the way the numbers increase/decrease
- Maths 6: Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- recognising and investigating familiar objects using concrete materials and digital technologies
- Maths 6: Interpret and use timetables (ACMMG139)
- planning a trip involving one or more modes of public transport
- developing a timetable of daily activities
- Maths 6: Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
- understanding that translations, rotations and reflections can change the position and orientation but not shape or size
- Maths 6: Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
- identifying the size of a right angle as 90° and defining acute, obtuse, straight and reflex angles
- measuring, estimating and comparing angles in degrees and classifying angles according to their sizes
- investigating the use of rotation and symmetry in the diagrammatic representations of kinship relationships of Central and Western Desert people
- recognising and using the two alternate conventions for naming angles
- Maths 6: Compare observed frequencies across experiments with expected frequencies (ACMSP146)
- predicting likely outcomes from a run of chance events and distinguishing these from surprising results
- Maths 6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
- comparing different student-generated diagrams, tables and graphs, describing their similarities and differences and commenting on the usefulness of each representation for interpreting the data
- understanding that data can be represented in different ways, sometimes with one symbol representing more than one piece of data, and that it is important to read all information about a representation before making judgements
- Maths 6: Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- investigating data representations in the media and discussing what they illustrate and the messages the people who created them might want to convey
- identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made
- Science 5: Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS090)
- constructing tables, graphs and other graphic organisers to show trends in data
- identifying patterns in data and developing explanations that fit these patterns
- identifying similarities and differences in qualitative data in order to group items or materials
- Science 5: Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- Science 6: Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
- Science 6: Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- HASS 5: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)
- asking questions before, during and after an investigation to frame and guide the stages of an inquiry
- developing different types of questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours)
- developing questions to guide the identification and location of useful sources for an investigation or project (for example, ‘Is this source useful?’, ‘Who can help us do this project?’, ‘What rules/protocols must we follow when we do this inquiry/project?’, ‘What resources do we need to conduct this project?’)
- HASS 5: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI095)
- finding information about the past in primary sources (for example, maps, stories, songs, music, dance, diaries, official documents, artworks, artefacts, remains of past industry, newspapers of the day, advertisements, rule lists, interview transcripts)
- finding geographical information in primary sources (such as fieldwork and photographs) and secondary sources (such as maps, plans and reports in digital and non-digital form)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to collect information (for example, to identify the environmental characteristics of the major countries of Europe and North America)
- conducting surveys to gather primary data and summarising the key points or particular points of view relating to an issue (for example, interviewing recipients of awards such as Order of Australia medals; surveying the views of conflicting parties in a planning or environmental dispute)
- finding data and information that supports decision-making processes when investigating an economics or business issue including online, observation and print sources (for example, interviews, surveys, case studies)
- finding out how to conduct ethical research with people and communities, including the protocols for consultation with local Aboriginal and Torres Strait Islander communities, behaviours in sacred or significant sites, and considering sensitivities of people
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI096)
- categorising information using digital and non-digital graphic organisers (for example, flowcharts, consequence wheels, futures timelines, Venn diagrams, scattergrams, decision-making matrixes and bibliography templates)
- constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time in colonial Australia; the different climates of Europe and North America; population growth of Australian colonies; cultural and religious groups in Australia at different times; influences on consumer purchasing decisions)
- deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or information to be collected
- mapping geographical data using spatial technologies (for example, the location of recent bushfires in Australia, or information they have collected through fieldwork)
- HASS 5: Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)
- compiling an annotated timeline to show the key stages of a development (for example, significant events in the development of their community, their region or state)
- creating flowcharts that show the stages of a process (for example, steps in an electoral process such as a class vote or a local council election; the sequence of safety procedures that can be used to mitigate the effects of bushfire or flood, the sequence of actions in a recycling system)
- HASS 5: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
- inferring the nature, purpose and origin of artefacts to determine if they have evidence to offer an investigation of a time, place or process
- identifying stereotypes and over-generalisations relating to age, gender, ethnicity, ability, religion and/or politics presented in sources and media of the past (for example, a newspaper caricature of a colonial era Chinese goldfield worker) and in sources and media of the present (for example, social media opinions about a mining development)
- identifying the purpose and usefulness of information gained from primary and secondary sources (for example, checking publication details)
- analysing texts relating to a school, club or government election (for example, speeches, advertisements, campaign materials, symbols, how to vote cards, result records) to determine who created them and their purpose
- HASS 5: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the struggle for rights by emancipated convicts; the way migrants or refugees have been managed over time and their experiences; the motives of whalers and anti-whaling activists)
- comparing sources of evidence to identify similarities and/or differences in accounts of the past (for example, comparing colonial descriptions of Burke and Wills’ achievements with those that have been recently published with Aboriginal perspectives; different representations of Ned Kelly in past and present publications)
- analysing photographs to identify inferred messages (for example, how workers on a colonial banana plantation are positioned, dressed, posed and/or are absent, to reflect the status of different groups such as English managers, Chinese, Aboriginal and South Sea Islander workers, women and children)
- exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during the Eureka Stockade; personal intercultural experiences; or people’s differing perceptions of election speeches made by opposing candidates)
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event reoccurring
- analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, technology and artefacts travelled across them; analysing a food web to reveal how plants, animals, water, air and people are connected)
- interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)
- interpreting and creating maps such as flow and choropleth maps, or plans for specific purposes (for example, a bushfire management plan)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)
- analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes)
- exploring maps and sources showing Aboriginal and Torres Strait Islander language groups and Countries/Places, to explain the diversity of their cultures
- exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders)
- acknowledging ethical considerations of decisions they and others make or have made (for example, an election preference; reasons for purchasing an item; why laws are not followed by some people; the acceptance of children working in colonial times; stewardship of natural places)
- explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)
- forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue
- HASS 5: Work in groups to generate responses to issues and challenges (ACHASSI102)
- undertaking a project that responds to an identified challenge or issue with strategies to be used that will achieve desired outcomes (for example, bush fire readiness plan, a school fundraising activity, an ecological preservation project, a school-based opinion poll about a relevant issue)
- using communication technologies to exchange information and to facilitate the development of a collaborative response
- participating in a relevant democratic process (for example, in class votes, mock parliament, school decision-making processes such as student councils)
- discussing the priorities and ethics evident in past decisions (for example, in clearing of native vegetation for farming, in stealing food to survive)
- applying enterprising and collaborative behaviours in a group activity (for example, working with others to make decisions about the best way to compare prices of products)
- HASS 5: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
- making judgements about how effectively challenges have been addressed in the past (for example, relative success of solutions to challenges during colonial settlement) or how effectively a current challenge is being addressed (for example, the solution to an environmental issue, or a strategy for economic development)
- evaluating the possible options that people could take to resolve challenges (for example, improving water quality, ensuring fairness, managing excess waste, budgeting choices)
- reflecting on choices in relation to personal criteria and expressing reasoning that influenced decision-making (for example, why they participate in a civic activity, what influenced their purchase of an item)
- using agreed criteria as the basis for an assessment of the advantages and disadvantages of choices (for example, for determining which actions are most likely to be effective to restore a damaged environment)
- applying economics and business criteria to everyday problems to identify a response to the issue
- HASS 5: Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800 (ACHASSK106)
- investigating the reasons for the establishment of one or more British colonies such as a penal colony (for example, Moreton Bay, Van Diemen’s Land) or a colony that later became a state (for example, Western Australia, Victoria)
- HASS 5: The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACHASSK107)
- investigating colonial life to discover what life was like at that time for different inhabitants (for example, a European family and an Aboriginal or Torres Strait Islander language group, a convict and a free settler, a sugar cane farmer and an indentured labourer) in terms of clothing, diet, leisure, paid and unpaid work, shopping or trade, language, housing and children’s lives
- mapping local, regional and state/territory rural and urban settlement patterns in the 1800s, and noting factors such as geographical features, climate, water resources, the discovery of gold, transport and access to port facilities that shaped these patterns
- discussing challenges experienced by people in the colonial era and the enterprising or sustainable responses made to these challenges (wind energy, food preservation, communication, accessing water)
- exploring how the colony was governed and how life changed when Governor Macquarie established the rule of law
- investigating the impact of settlement on the local environment and its ecosystems (for example, comparing the present and past landscape and the flora and fauna of the local community)
- HASS 5: The impact of a significant development or event on an Australian colony (ACHASSK108)
- investigating an event or development and explaining its economic, social and political impact on a colony (for example, the consequences of frontier conflict events such as the Myall Creek Massacre, the Pinjarra Massacre; the impact of South Sea Islanders on sugar farming and the timber industry; the impact of the Eureka Stockade on the development of democracy; the impact of internal exploration and the advent of rail on the expansion of farming)
- creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)
- HASS 5: The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
- identifying the reasons why people migrated to Australia in the 1800s (for example, as convicts; assisted passengers; indentured labourers; people seeking a better life such as gold miners; and those dislocated by events such as the Industrial Revolution, the Irish Potato Famine and the Highland Clearances)
- investigating the experiences and contributions of a particular migrant group within a colony (for example, Germans in South Australia, Japanese in Broome, Afghan cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait)
- connecting (where appropriate) stories of migration to students’ own family histories
- HASS 5: The role that a significant individual or group played in shaping a colony (ACHASSK110)
- investigating the contribution or significance of an individual or group to the shaping of a colony in the 1800s (for example, explorers, farmers, pastoralists, miners, inventors, writers, artists, humanitarians, religious and spiritual leaders, political activists, including women, children, and people of diverse cultures)
- exploring the motivations and actions of an individual or group that shaped a colony
- HASS 5: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111)
- using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to identify the relative location of the major countries of Europe and North America and their environmental characteristics
- using a printed or electronic atlas to identify the main characteristics of continents of Europe and North America
- researching the changes made by people to a particular environment in a country in Europe and a country in North America
- HASS 5: The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
- identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management
- exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability
- HASS 5: The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia
- investigating the influence of landforms (for example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges), on the development of settlements that are involved in food and fibre production
- examining the effects of landforms (for example, valleys, hills, natural harbours and rivers) on the location and characteristics of their place and other places they know
- exploring the extent of change in the local environment over time and the impact of change on ecosystems
- exploring how a unique environment is used and managed (for example, settlement and human use of Antarctica and the practices and laws that aim to manage human impact)
- examining how the use of the space within their local place is organised through zoning
- investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it
- HASS 5: The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
- mapping and explaining the location, frequency and severity of bushfires or flooding in Australia
- explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding
- HASS 5: How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)
- discussing how and why people volunteer for groups in their community (for example, rural fire services, emergency services groups and youth groups)
- using social media to share and discuss ideas about how people can work together as local, regional and global citizens(for example, as communities for a local environmental issue or project)
- examining Aboriginal and Torres Strait Islander organisations and the services they provide
- discussing ways people resolve differences (for example, through negotiation and Reconciliation)
- HASS 5: The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
- explaining reasons for differences in needs and wants for different groups
- HASS 5: Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120)
- categorising resources as natural (water, coal, wheat), human (workers, business owners, designing, making, thinking) and capital (tools, machines, technologies)
- brainstorming resources that a local community might use
- identifying and categorising the factors of production used in the production of goods and services that satisfy the needs and wants of a local community
- listing the needs and wants of a local community and exploring the ways resources are currently used to meet these needs and wants and how resources might be used more sustainably to meet these needs and wants into the future
- exploring how Aboriginal and Torres Strait Islander Peoples’ traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways
- HASS 5: Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
- identifying goods they have purchased and categorising and explaining factors that influence consumer purchasing decisions (for example, personal preferences, social trends, economic factors such as budgets and the amount of money available to spend; psychological factors such as advertising and peer pressure; cultural, environmental, legal and ethical factors)
- comparing the influence of a variety of selling and advertising strategies used by businesses on consumer choices (for example, the influence of television and internet advertising compared to email promotions)
- recognising that financial transactions can include the use of notes, coins, credit and debit cards, and barter items; explaining the advantages and disadvantages of the different transaction types; and considering how these may influence the way people purchase items
- exploring the strategies that can be used when making consumer and financial decisions (for example, finding more information, comparing prices, keeping a record of money spent, saving for the future)
- HASS 6: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI122)
- generating appropriate questions before, during and after an investigation to frame and guide the stages of the inquiry
- developing different types of research questions for different purposes (for example, probing questions to seek details, open-ended questions to elicit more ideas, practical questions to guide the application of enterprising behaviours, ethical questions regarding sensitivities and cultural protocols)
- mind-mapping a concept to create research questions that reveal connections between economic, political, and/or environmental systems (for example, ‘How does shipping connect Asia and Australia?’, ‘What is ship ballast?’, ‘How does ballast water in modern ships affect local waters?’, ‘Where in Australia has ballast water been an issue?’, ‘What are the economic and environmental impacts of ballast water?’, ‘What is Australia’s role in managing world ballast water regulation?’)
- developing questions to guide the identification and location of useful sources for an inquiry or an enterprise project
- HASS 6: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI123)
- determining the most appropriate methods to find information (for example, personal observation, internet searches, primary and secondary sources) including using excursions and field trips (for example, a study trip to a wetlands, a visit to a war memorial, a cultural site, an Asian food festival, a courthouse, a town hall, a not-for-profit enterprise, a bank)
- using a range of methods, including digital technologies, to gather relevant historical, geographical, social, economic and business data and information (for example, through online sources such as census data and databases, and/or interviews and surveys)
- identifying key words to search for relevant information when using search tools, such as internet search engines and library catalogues and indexes and recognising that internet domain names ‘com’, ‘edu’, ‘gov’ are indicators of the provenance of a source
- applying ethical research methods when conducting inquiries with people and communities, including using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and conforming with respectful behaviours in sacred or significant sites
- exchanging geographical information from schools in countries of the Asia region
- HASS 6: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI124)
- categorising information using digital and non-digital graphic organisers (for example, flowcharts, consequence wheels, futures timelines, mapping software, decision-making matrixes, digital scattergrams, spreadsheets, and bibliography templates)
- constructing tables and graphs with digital applications as appropriate to display or categorise data and information for analysis (for example, a table to show the similarities and differences in official languages and religions across a number of countries)
- creating maps using spatial technologies and cartographic conventions as appropriate (including border, source, scale, legend, title and north point) to show information and data, including location (for example, a large-scale map to show the location of places and their features in Australia and countries of Asia; a flow map or small-scale map to show the connections Australia has with Asian countries such as shipping or migration)
- explaining spatial representations (for example, describing how the representation of the spherical globe on flat paper produces distortions in maps)
- HASS 6: Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI125)
- locating key events, ideas, movements and lives in a chronological sequence on timelines and flowcharts
- developing flowcharts to show steps in a sequence (for example, the flow of goods and services, the passage of a bill through parliament)
- selecting, recording and prioritising the key points made in relation to historical, geographical, civic and economic studies when interviewing people (for example, community or family members who migrated to Australia, war veterans, former refugees, members of parliament, leaders of community organisations, business operators, the experiences of Aboriginal and Torres Strait Islander Peoples, workers of diverse occupations in an industry)
- HASS 6: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
- identifying and distinguishing fact and opinion in information and identifying stereotypes and over-generalisations (for example, over-generalisations about the role of women, the contribution of Aboriginal and Torres Strait Islander Peoples, the work of politicians, the beliefs of religious groups)
- proposing reasons why stereotypes and over-generalisations are evident in sources and media of the past and discussing whether the underlying attitudes and values have changed or might have changed over time
- checking the publishing details of a text to help clarify the publication’s purpose, to identify potential bias in the content and assess its relevance, and to put information presented in an historical or geographical context
- analysing sources to identify persuasive techniques such as modality (for example, ‘would’, ‘could’, ‘may’, ‘might’) and the use of the passive voice (for example, ‘it is claimed that …’) rather than the active voice (‘The government claims that …’), and considering reasons for these choices
- HASS 6: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- surveying businesses in the local area to find out what influences their choices concerning the way they provide goods and services
- analysing where points of view differ about global issues and exploring the reasons for different perspectives (for example, reasons for varying views on issues such as climate change, coal seam mining, or aid to a country of the Asia region; different world views of environmentalists)
- discussing issues where there are, or were, a range of views and proposing reasons for different perspectives (for example, different opinions about the deportation of South Sea Islanders from 1901
- exploring historic sources to identify the views of a range of stakeholders affected by Federation and citizenship rights (for example, women, children, men without property, or South Sea Islanders)
- critiquing points of view about a sustainability issue (for example, considering producers’ and consumers’ views on the sustainable use of resources)
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- analysing sources to identify the causes and effects of past events, developments and achievements (for example, the causes and effects of the struggles for democratic rights such as the Wave Hill walk-off, the Wik decision; of technological advancements such as the advent of television, the internet and the bionic ear; of health policies)
- using graphic organisers, maps and concept maps to identify patterns (for example, patterns of settlement in regional agricultural areas), trends (for example, changes in Australian immigration statistics) and cause-effect relationships (for example, relationships between war and the movement of refugees, the correlation of low income and poor health, the effects of consumer decisions on the individual, the broader community and on environmental sustainability)
- interpreting graphic representations and making inferences about patterns and/or distributions (for example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on electoral representation after viewing a plan of the seats held in upper and lower houses of parliament)
- comparing spatial and statistical distributions in thematic maps, choropleth maps and tables to identify patterns and relationships (for example, patterns in per capita income of countries from the Asia region; the increasing cultural diversity of present day Australia; relationships between human settlement and the changing environment)
- identifying possible relationships by comparing places similar in one major characteristic but different in others (for example, by comparing places with similar climates but with different cultures as a means of identifying the relative influences of climate and culture)
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- evaluating and connecting information from various sources to defend a position (for example, the responsibilities associated with Australian citizenship, the right to build in a place, why a person is considered significant)
- contemplating attitudes and actions of the past that now seem strange and unacceptable and imagining what aspects of current society may be viewed in this way in the future
- proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully
- drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)
- HASS 6: Work in groups to generate responses to issues and challenges (ACHASSI130)
- planning a project, campaign or enterprise around an identified challenge with specification of the sequence of tasks and activities, responsibilities and deadlines
- participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility for respectful interactions with others
- applying enterprising behaviours (for example, taking on a leadership role in a project, working with others to make decisions)
- brainstorming solutions to an issue that is significant to a group and using negotiation to reach consensus on a preferred approach to resolving the issue
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- relating the decisions made by individuals and organisations to criteria used to evaluate options (for example, the criteria for Australian of the Year, for the award of the Order of Australia, for the selection of a school captain)
- examining the trade-offs they might consider when developing criteria for evaluating choices (for example, considering the opportunity cost of choosing one leisure activity over another or considering the trade-offs involved when making a purchasing decision such as a phone)
- HASS 6: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI133)
- developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing sources to justify reasoning
- creating narrative accounts and recounts (for example, a digital multimedia story that records migrant experiences) based on information identified from a range of sources and referring to real characters and events
- describing the relative location of places and their features in Australia and in selected countries of the Asia region, when investigating and making connections
- selecting and applying appropriate media and strategies to suit and enhance their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- using accurate and subject-appropriate terms, for example, historical terms (such as ‘nation’, ‘democracy’, ‘federation’, ‘empire’, ‘immigration’, ‘deportation’, ‘suffrage’, ‘enfranchisement’, ‘heritage’, ‘diversity’, ‘contribution’, ‘achievement’, ‘significance’, ‘development’, ‘rural’, ‘urban’, ‘bias’, ‘stereotype’, ‘perspective’), geographical terms (such as ‘relative location’, ‘scale’, ‘cultural diversity’, ‘inequality’, ‘interconnections’), civics and citizenship terms (such as ‘Westminster system’, ‘courts’, ‘monarchy’ and ‘three levels of government’) and economics and business terms (such as ‘opportunity cost’, ‘trade-offs’, ‘industry sectors’)
- HASS 6: Key figures, events and ideas that led to Australia’s Federation and Constitution
(ACHASSK134)
- studying Australia’s path to Federation through an examination of key people (for example, Henry Parkes, Edmund Barton, George Reid, John Quick) and events (for example, the Tenterfield Oration, the Corowa Conference, the referendums held in the colonies between 1898 and 1900)
- comparing the model of Australian federalism with the original model of the United States of America to identify the US influence on Australia’s system of government
- identifying key elements of Australia’s system of law and government and their origins (for example, the Magna Carta; federalism; constitutional monarchy; the Westminster system and the separation of powers – legislature, executive, judiciary; the houses of parliament; how laws are made)
- HASS 6: Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal and Torres Strait Islander Peoples, migrants, women and children (ACHASSK135)
- describing the significance of the 1962 right to vote federally and the 1967 referendum
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- exploring individual narratives using primary sources (for example, letters, documents and historical objects), interviewing and recording an oral history, and presenting the journey and circumstances of arrival based on the sources (for example, through drama)
- describing cultural practices related to family life, beliefs and customs of newly arrived migrant groups and comparing these with those of the communities in which they settled within Australia
- connecting stories of migration to students’ own family histories (where appropriate)
- HASS 6: The contribution of individuals and groups to the development of Australian society since Federation (ACHASSK137)
- examining population data that show the places of birth of Australia’s people at one or more points of time in the past and today
- investigating the role of specific cultural groups in Australia’s economic and social development (for example, the cattle industry, the Snowy Mountains Scheme, the pearling industry)
- considering notable individuals in Australian public life across a range of fields (for example, the arts, science, sport, education), including Aboriginal and Torres Strait Islander people, a range of cultural and social groups, and women and men drawn from the National Living Treasures list, the
- HASS 6: The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138)
- using geographical tools (for example, a globe wall map or digital application such as Google Earth) to identify the geographical division of Asia into North-East, South-East, South Asia and West Asia (the Middle East)
- exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns
- investigating the differences in the population size, density, life expectancy and per capita income between countries across the world
- describing the location of places in countries of the Asia region in absolute terms using latitude and longitude
- HASS 6: Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139)
- researching the population size and density of a selection of countries around the world
- investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region
- comparing people’s lives in places with different levels of income
- HASS 6: The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
- identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration on the Rights of Indigenous Peoples
- investigating sustainability of the environments in which many indigenous peoples have lived sustainably over time
- investigating the similarities and differences in official languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world
- researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
- HASS 6: Australia’s connections with other countries and how these change people and places (ACHASSK141)
- researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections on their own place and another place in Australia
- exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country
- HASS 6: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)
- identifying the obligations people may consider they have as global citizens (for example, an awareness of human rights issues, concern for the environment and sustainability, being active and informed about global issues)
- describing dual citizenship and its implications for identity and belonging
- using a current global issue (for example, immigration across borders or clearing native forests to establish palm oil plantations) to discuss the concept of global citizenship
- HASS 6: How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
- explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))
- explaining why choices have to be made when faced with unlimited wants and limited resources (for example, by compiling a list of personal needs and wants, determining priorities (including sustainability of natural environments) and identifying the needs and wants that can be satisfied with the resources available)
- exploring some national needs and wants in Australia and an Asian country (for example, access to water, education, health care) and comparing resource limitations and decisions
- HASS 6: The effect that consumer and financial decisions can have on the individual, the broader community and the environment
(ACHASSK150)
- exploring how a decision to buy an item affects the family (for example, ‘Did the family have to put off buying another item to have this one?’)
- investigating whether buying at the local supermarket helps the local community
- considering if their actions have an effect on the environment (for example, does choosing to use recyclable shopping bags have an effect on the natural environment?)
- investigating questions (for example, ‘Does what my family buys in the supermarket affect what businesses might sell or produce?’)
- HASS 6: The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)
- identifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways that goods and services are provided to people such as through shopping centres, local markets, online, small independent stores, remote community stores
- explaining the difference between not-for-profit and for-profit businesses
- distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism and telecommunications)
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does space, costume and/or multimedia communicate meaning in this dance?
- selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
- Dance 5-6: Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
- discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- Considering viewpoints – evaluations: For example – Which dance elements were used well and for which purpose? How was your mood changed by this dance? (refer to: the energy, shapes, tempo, music, staging in your answer)
- identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, a Chinese ribbon dance, or a Sumatran tambourine dance
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does did you use space, costume and/or multimedia to communicate meaning in this dance?
- discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander dance, including when it is not able to be viewed
- accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes
- exploring physical, fictional and emotional space to create characters and situations and imagined feelings
- manipulating dramatic action and use of available theatre technologies to create different meanings
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Considering viewpoints – forms and elements: For example – How is the voice, movement, gesture and the body used to represent a character, situation or idea? How did the performers use the elements of drama? How can the devised drama be developed to communicate meaning?
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
- identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
- talking and writing about drama from other places and times and how it might or does contribute to their own drama, and how cultural understandings shape meanings in drama
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio
- exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community
- designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue
- selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story
- Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
- Considering viewpoints – evaluations: For example – What cultural images can or cannot be used when making and publishing my artwork?
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
- Considering viewpoints – societies and cultures: For example – How are values demonstrated in this media representation? Can we judge a culture from popular media images?
- describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
- discussing issues around safety and sensitivity in relation to acceptable and unacceptable use and/or reference to personal and cultural images, sounds and texts when making and publishing media artworks
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- identifying and describing features of rhythm, melody and structure that create effects in their improvisations
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Considering viewpoints – meanings and interpretations: For example – How does the composer indicate dynamics in this piece? How does the performer show emotion in this piece?
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- organising, developing and refining ideas by experimenting with structure
- exploring rhythm, pitch and dynamics and expression to create contrast, repetition and balance to develop compositions for performance
- Considering viewpoints – forms and elements: For example – Which style of music is this? What musical clues helped you to decide?
- Music 5-6: Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
- discussing personal preferences for music from a range of contexts and cultures, using music terminology
- providing and responding to feedback to refine performances and compositions
- identifying and comparing how the elements of music are used and combined in different music styles from different cultures
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
- Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- Considering viewpoints – societies and cultures: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? How would you represent your neighbourhood?
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- Considering viewpoints – skills, techniques and processes: For example – How did the artist work within a space, and at this time? How have they innovated their practice?
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Considering viewpoints – psychology: For example – What elements are used to show excitement in the sculpture? Make a scary monster.
- expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork
- Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- considering the impact designed products, services or environments have in relation to sustainability and also on local, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region
- reflecting on the importance of aesthetics, function and sustainability in product design, for example a textile product that gives protection and is appealing; a motor that moves a vehicle and uses a sustainable power source
- identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
- identifying the impact of the designed features of an environment, for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- recognising the need to carefully plan and select components for a system to perform a specific task
- producing models using materials, tools and equipment to show how to control movement, sound or light
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
- sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
- using current food guides and government-endorsed food policies to plan food choices
- experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
- considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
- identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water
- evaluating the functional properties of a specific-purpose household system, for example a security system
- examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
- comparing tools, equipment and techniques to select those most appropriate for a given purpose
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
- comparing the design and production of products, services and environments in Australia and a country in the Asia region
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- exploring the steps involved in the process to satisfy a design brief, need or opportunity
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart
- evaluating the suitability of materials, tools and equipment for specific purposes
- reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
- considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
- setting milestones for production processes and allocating roles to team members
- identifying when materials, tools and equipment are required for making the solution
- outlining the planning and production steps needed to produce a product, service or environment using digital technologies
- reflecting on planned steps to see if improvements can be made
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- describing digital systems as having internal and external components that perform different functions, for example external components for inputting data including keyboard, microphone, stylus; internal processing components including the central processing unit; external output components including speakers, projector, screen; and data and information storage components including cloud and external devices
- explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks to transfer data from one digital system to another, and radio waves are used to transmit data in wireless or mobile networks
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- recognising that digital systems represent all types of data using number codes that ultimately are patterns of 1s and 0s (called binary digits, which is why they are called digital systems)
- explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
- recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11
- exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
- selecting and using peripheral devices suitable to the data, for example using a data probe to collect data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
- using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
- acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
- using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
- describing in simple terms the nature of a problem and what a solution needs to achieve, for example what need the problem is associated with, who the solution is needed for, what data are needed and what features the solution would need to include
- DT 5-6: Design a user interface for a digital system
(ACTDIP018)
- exploring different features of user interfaces that allow people from different cultures to access information irrespective of language background, for example using icons and consistently placing icons or symbols in games interfaces to reduce the frustrations of game players
- applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action
- designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
- generating and considering alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following a diagram of a simple method of sorting numbers or words
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- programming a robot to operate independently, for example to find its way out of a maze
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- using sustainability criteria to explain how well students’ solutions meet requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
- comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
- exploring the ethics and impact of management practices on the use of communication networks, for example internet censorship from a local, national and global perspective and the impact on freedom of access and expression
- considering opportunities and consequences of decisions for future applications, for example practices to save energy and other resources when using information systems, such as switching off when not in use, ensuring electronic devices are in energy-saving mode
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- exploring how personal and cultural identities change over time
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
- examining the range of products available to manage the physical changes associated with puberty
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
- applying criteria to online information to assess the credibility of the information and its relevance to peers
- creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
- comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
- selecting and practising appropriate responses to promote safety in different situations, including water- and traffic-related situations
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- analysing situations in which emotions can influence decision-making, including in peer-group, family and movement situations
- exploring why emotional responses can be unpredictable
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting
- proposing and implementing actions and protective behaviours that promote safe participation in physical activities
- discussing the importance of social support and a sense of belonging in promoting mental health and wellbeing
- HPE 5-6: Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments (ACPPS059)
- exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
- discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
- discussing how access to natural and built environments can help or hinder participation in physical activities
- exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community
(ACPPS060)
- exploring initiatives sporting and community groups use to counter all forms of discrimination and support the wellbeing of their communities
- proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism
- exploring ways to create safe and inclusive schools for minority groups
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
- applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
- devising strategies and formulating plans to assist in successfully performing new movement skills
Elaborations only
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context
(ACELY1698)
- identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
- English 5: Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)
- recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students’ knowledge of vocabulary and spelling
- English 5: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
- identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
- English 5: Understand how to move beyond making bare assertions and take account of differing perspectives and points of view
(ACELA1502)
- recognising that a bare assertion (for example ‘It’s the best film this year’) often needs to be tempered by: using the ‘impersonal it’ to distance oneself (for example ‘It could be that it is the best film this year’); recruiting anonymous support (for example ‘It is generally agreed that it is the best film this year.’); indicating a general source of the opinion (for example ‘Most critics agree that it is the best film this year.’); specifying the source of the opinion (for example ‘David and Margaret both agree that it is the best film this year’) and reflecting on the effect of these different choices
- English 5: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
- becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms
- English 5: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
- learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents’ car’
- learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’
- English 5: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause
(ACELA1507)
- knowing that complex sentences make connections between ideas, such as: to provide a reason, for example ‘He jumped up because the bell rang.’; to state a purpose, for example ‘She raced home to confront her brother.’; to express a condition, for example ‘It will break if you push it.’; to make a concession, for example ‘She went to work even though she was not feeling well.’; to link two ideas in terms of various time relations, for example ‘Nero fiddled while Rome burned.’
- knowing that a complex sentence typically consists of a main clause and a subordinate clause
- English 5: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
- learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
- observing how descriptive details can be built up around a noun or an adjective, forming a group/phrase (for example, ‘this very smelly cleaning cloth in the sink’ is a noun group/phrase and ‘as pretty as the flowers in May’ is an adjective group/phrase)
- English 5: Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACELA1513)
- talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example ‘policewoman’ or ‘salesperson’
- English 5: Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
(ACELA1514)
- Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’
- English 5: Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
- orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
- English 5: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
- examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
- examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations
- using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others
- choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others
- experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
- using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
- English 6: Analyse strategies authors use to influence readers (ACELY1801)
- identify how authors use language to position the reader and give reasons
- English 6: Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English
(ACELA1515)
- recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
- recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours
- English 6: Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
- identify and appreciate differences in language used in diverse family settings
- English 6: Understand the uses of objective and subjective language and bias
(ACELA1517)
- understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)
- differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
- English 6: Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts
- examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
- English 6: Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
- recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms
- English 6: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
- knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example ‘She ate her lunch’ compared to ‘She gobbled up her lunch’)
- knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o’clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
- knowing the difference between the simple present tense (for example ‘Pandas eat bamboo.’) and the simple past tense (for example ‘She replied.’)
- knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
- knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions
- experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- Maths 5: Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
- recognising the usefulness of estimation to check calculations
- applying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley load
- Maths 5: Compare and order common unit fractions and locate and represent them on a number line
(ACMNA102)
- recognising the connection between the order of unit fractions and their denominators
- Maths 5: Recognise that the place value system can be extended beyond hundredths (ACMNA104)
- using knowledge of place value and division by 10 to extend the number system to thousandths and beyond
- recognising the equivalence of one thousandths and 0.001
- Maths 5: Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)
- using relevant problems to develop number sentences
- Maths 5: Choose appropriate units of measurement for length, area, volume, capacity and mass
(ACMMG108)
- recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns
- investigating alternative measures of scale to demonstrate that these vary between countries and change over time, for example temperature measurement in Australia, Indonesia, Japan and USA
- Maths 5: Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
- exploring efficient ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the result
- exploring efficient ways of finding the areas of rectangles
- Maths 5: Compare 12- and 24-hour time systems and convert between them (ACMMG110)
- investigating the ways time was and is measured in different Aboriginal Country, such as using tidal change
- Maths 5: Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)
- identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids
- Maths 5: Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
- comparing aerial views of Country, desert paintings and maps with grid references
- creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another
- Maths 5: Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
- identifying and describing the line and rotational symmetry of a range of two-dimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies
- identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies
- Maths 5: Estimate, measure and compare angles using degrees. Construct angles using a protractor
(ACMMG112)
- recognising that angles have arms and a vertex, and that size is the amount of turn required for one arm to coincide with the other
- Maths 5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
- commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in simple games of chance such as jan-ken-pon (rock-paper-scissors)
- Maths 5: Recognise that probabilities range from 0 to 1 (ACMSP117)
- investigating the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1
- Maths 6: Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
- understanding that some numbers have special properties and that these properties can be used to solve problems
- understanding that if a number is divisible by a composite number then it is also divisible by the prime factors of that number (for example 216 is divisible by 8 because the number represented by the last three digits is divisible by 8, and hence 216 is also divisible by 2 and 4)
- Maths 6: Compare fractions with related denominators and locate and represent them on a number line
(ACMNA125)
- demonstrating equivalence between fractions using drawings and models
- Maths 6: Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
- recognising that finding one third of a quantity is the same as dividing by 3
- Maths 6: Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)
- extending whole-number strategies to explore and develop meaningful written strategies for addition and subtraction of decimal numbers to thousandths
- exploring and practising efficient methods for solving problems requiring operations on decimals, to gain fluency with calculating with decimals and with recognising appropriate operations
- Maths 6: Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)
- interpreting the results of calculations to provide an answer appropriate to the context
- Maths 6: Make connections between equivalent fractions, decimals and percentages (ACMNA131)
- connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved
- Maths 6: Connect decimal representations to the metric system (ACMMG135)
- recognising the equivalence of measurements such as 1.25 metres and 125 centimetres
- Maths 6: Convert between common metric units of length, mass and capacity
(ACMMG136)
- identifying and using the correct operations when converting units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres
- recognising the significance of the prefixes in units of measurement
- Maths 6: Connect volume and capacity and their units of measurement (ACMMG138)
- recognising that 1ml is equivalent to 1cm
- Maths 6: Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
- understanding that the Cartesian plane provides a graphical or visual way of describing location
- Maths 6: Describe probabilities using fractions, decimals and percentages (ACMSP144)
- investigating games of chance popular in different cultures and evaluating the relative benefits to the organisers and participants (for example Pachinko)
- Science 5: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
- experiencing a range of ways of investigating questions, including experimental testing, internet research, field observations and exploring simulations
- discussing the advantages of certain types of investigation for answering certain types of questions
- considering different ways to approach problem solving, including researching, using trial and error, experimental testing and creating models
- Science 5: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)
- using tools to accurately measure objects and events in investigation and exploring which tools provide the most accurate measurements
- recording data in tables and diagrams or electronically as digital images and spreadsheets
- Science 5: Living things have structural features and adaptations that help them to survive in their environment
(ACSSU043)
- exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts
- Science 5: Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
- recognising that substances exist in different states depending on the temperature
- observing that gases have mass and take up space, demonstrated by using balloons or bubbles
- exploring the way solids, liquids and gases change under different situations such as heating and cooling
- recognising that not all substances can be easily classified on the basis of their observable properties
- Science 5: The Earth is part of a system of planets orbiting around a star (the sun) (ACSSU078)
- identifying the planets of the solar system and comparing how long they take to orbit the sun
- modelling the relative size of and distance between Earth, other planets in the solar system and the sun
- Science 5: Light from a source forms shadows and can be absorbed, reflected and refracted (ACSSU080)
- comparing shadows from point and extended light sources such as torches and fluorescent tubes
- classifying materials as transparent, opaque or translucent based on whether light passes through them or is absorbed
- recognising that the colour of an object depends on the properties of the object and the colour of the light source
- Science 5: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081)
- learning how Aboriginal and Torres Strait Islander Peoples use observation of the night sky to assist with navigation (OI.3, OI.5)
- researching how scientists were able to develop ideas about the solar system through the gathering of evidence through space exploration
- describing how scientists from a range of cultures have improved our understanding of the solar system, such as Copernicus, Khayyám and Galileo
- researching the different types of scientists who work in teams in space exploration, and Australia’s involvement in space exploration
- Science 5: Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083)
- considering how best to ensure growth of plants
- considering how decisions are made to grow particular plants and crops depending on environmental conditions
- comparing the benefits of using solid, liquid or gaseous fuels to heat a home
- investigating how the development of materials such as plastics and synthetic fabrics have led to the production of useful products
- describing how technologies developed to aid space exploration have changed the way people live, work and communicate
- exploring objects and devices that include parts that involve the reflection, absorption or refraction of light such as mirrors, sunglasses and prisms
- Science 6: The growth and survival of living things are affected by physical conditions of their environment
(ACSSU094)
- investigating how changing the physical conditions for plants impacts on their growth and survival such as salt water, use of fertilizers and soil types
- observing the growth of fungi such as yeast and bread mould in different conditions
- considering the effects of physical conditions causing migration and hibernation
- Science 6: Changes to materials can be reversible or irreversible (ACSSU095)
- exploring how reversible changes can be used to recycle materials
- investigate reversible changes such as melting, freezing and evaporating
- Science 6: Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)
- investigating major geological events such as earthquakes, volcanic eruptions and tsunamis in Australia, the Asia region and throughout the world
- describing how people measure significant geological events
- exploring ways that scientific understanding can assist in natural disaster management to minimise both long- and short-term effects
- considering the effect of drought on living and non-living aspects of the environment
- Science 6: Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097)
- investigating different electrical conductors and insulators
- investigating how moving air and water can turn turbines to generate electricity
- considering whether an energy source is sustainable
- Science 6: Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE098)
- learning how Aboriginal and Torres Strait Islander Peoples’ knowledge, such as the medicinal and nutritional properties of Australian plants, is being used as part of the evidence base for scientific advances (OI.9)
- investigating how knowledge about the effects of using the Earth’s resources has changed over time
- describing how understanding of the causes and effects of major natural events has changed as new evidence has become available
- investigating the use of electricity, including predicting the effects of changes to electric circuits
- considering how gathering evidence helps scientists to predict the effect of major geological or climatic events
- investigating how people from different cultures have used sustainable sources of energy, for example water and solar power
- exploring institutions and locations where contemporary Australian scientists conduct research on catastrophic natural events
- investigating the development of earthquake measurements from the Chinese invention of the seismograph in the second century
- Science 6: Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)
- considering how personal and community choices influence our use of sustainable sources of energy
- investigating how understanding of catastrophic natural events helps in planning for their early detection and minimising their impact
- recognising that science can inform choices about where people live and how they manage natural disasters
- considering how guidelines help to ensure the safe use of electrical devices
- discussing the use of electricity and the conservation of sources of energy
- researching the scientific work involved in global disaster alerts and communication, such as cyclone, earthquake and tsunami alerts
- investigating how electrical energy is generated in Australia and around the world
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)
- posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute to a sustainable environment?’)
- identifying the effects of decisions about economics and business and/or civics and citizenship issues
- assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
- analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context
- HASS 5: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI105)
- selecting appropriate text types to convey findings, conclusions and understandings (for example, imaginative journals, narrative recounts, reports and arguments)
- describing the relative location of places and their features in Australia and in selected countries of North America and Europe
- selecting and applying appropriate media and strategies to suit their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- using accurate and subject-appropriate terms (for example, historical terms such as ‘colonial’, ‘the gold era’, ‘migration’, ‘penal’; geographic terms such as ‘characteristics’, ‘environmental’, ‘human’, ‘ecosystems’, ‘sustainable’, ‘settlement’, ‘management‘; civics terms such as ‘electoral process’, ‘democracy’, ‘legal system’, ‘shared beliefs’; and economic terms such as ‘scarcity’, ‘choices’, ‘resources’, ‘businesses’, ‘consumers’, ‘needs and wants’, ‘goods and services’)
- HASS 5: The key values that underpin Australia’s democracy
(ACHASSK115)
- discussing the meaning and importance of the key values of Australian democracy (for example, freedom of election and being elected; freedom of assembly and political participation; freedom of speech, expression and religious belief; rule of law; other basic human rights)
- considering how students apply democratic values in familiar contexts
- HASS 5: The key features of the electoral process in Australia (ACHASSK116)
- exploring the secret ballot and compulsory voting as key features of Australia’s democracy
- recognising the role of the Australian Electoral Commission in administering elections that are open, free and fair
- clarifying who has the right to vote and stand for election in Australia
- HASS 5: Why regulations and laws are enforced and the personnel involved (ACHASSK117)
- categorising the different types of laws and regulations in their community and who enforces them (road laws – police; health laws – public health department; pollution laws – environmental protection officer)
- identifying and researching the role of different people associated with law enforcement (for example, quarantine and customs officials, police) and the legal system (for example, judges and lawyers)
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- reflecting on what they have learnt in relation to an issue and identifying problems that might be experienced when taking action to address the issue
- collecting evidence to build a case for action that takes account of alternative views, minimises risks and mitigates any negative outcomes
- suggesting a course of action on a global issue that is significant to them and describing how different groups could respond
- identfying intercultural experiences and how this may affect future cultural interactions
- HASS 6: The key institutions of Australia’s democratic system of government and how it is based on the Westminster system
(ACHASSK143)
- explaining the role of the monarchy and its representatives in Australia including the Governor-General, and the parliaments and courts in Australia’s system of government
- recognising the importance of the Westminster system and the Magna Carta in influencing Australia’s parliamentary government
- investigating sites virtually or in situ associated with key democratic institutions to explore their roles, such as Parliament House in Canberra
- HASS 6: The roles and responsibilities of Australia’s three levels of government (ACHASSK144)
- clarifying the roles and responsibilities of the three levels of government (local, state/territory and federal)
- identifying issues where federal and state parliaments both have the power to make laws; recognising that federal law will override the state law if federal and state laws conflict on these issues
- identifying instances where there may be multiple levels of government involved (for example, in relation to the environment such as management of the Murray-Darling river system)
- HASS 6: The responsibilities of electors and representatives in Australia’s democracy
(ACHASSK145)
- considering the responsibilities of electors (for example, enrolling to vote, being informed and voting responsibly)
- identifying the characteristics that would make for a ‘good’ representative at the local, state/territory or national level
- HASS 6: Where ideas for new laws can come from and how they become law
(ACHASSK146)
- investigating where ideas for new laws come from (for example, from party policy, perhaps announced during an election campaign; from suggestions by members and senators; from interest groups in the community)
- exploring how bills are debated and scrutinised (for example, the role of parliamentary committees and the ability of citizens to make submissions to these committees)
- identifying the role of the Executive in relation to the development of policies and the introduction of bills, including the role of Cabinet in approving the drafting of a bill and the role of the public service in drafting and implementing legislation
- HASS 6: The shared values of Australian citizenship and the formal rights and responsibilities of Australian citizens (ACHASSK147)
- investigating how people become Australian citizens
- discussing the Australian citizenship pledge and comparing it to the former oath of allegiance to the monarch to explore notions of allegiance
- clarifying the formal rights and responsibilities of Australian citizenship and comparing these to the rights and responsibilities of non-citizens
- exploring how laws protect human rights (for example, gender, disability, race and age discrimination law)
- exploring the experiences of people who have migrated to Australia and who have taken up Australian citizenship (for example, those of Asian heritage)
- Dance 5-6: Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)
- Considering viewpoints – meanings and interpretations: For example – How is the movement of the body used to represent a story, character or idea? How does the use of space, costume and/or multimedia communicate meaning in this dance? Why did they/you make this dance?
- Dance 5-6: Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
- Considering viewpoints – forms and elements: For example – How did the dancers/you use space and energy to create a feeling of strength/isolation/happiness? What is the relationship between the dancers and the audience? What relationship are you aiming to create between the dancers and the audience?
- Drama 5-6: Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action
(ACADRM036)
- Considering viewpoints – evaluations: For example – How did the performers use the elements of drama and design elements effectively? For what purposes did they make drama? What evidence supports your judgement about the drama?
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- creating narrative and tension to communicate dramatic meaning
- exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance
- showing understanding of the purpose of rehearsing drama and the need for collaboration and group work
- using props, costumes, instruments and available technologies such as light, sound and multimedia to create dramatic symbols and enhance dramatic action
- planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal
- using available software and applications to plan for playbuilding and to create scripts
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- identifying and applying the conventions and layout of web page design to engage and interact with a particular audience
- editing a chase sequence, adding music to heighten the action and tension
- Considering viewpoints – forms and elements: For example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing a range of unison and part music individually and in ensemble to develop contrast in music they sing and play
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- improvising, rehearsing and performing using technologies
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- Considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- explaining influences of other artists on their own art making
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
- matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
- working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
- manipulating materials with appropriate tools, equipment and techniques, for example when preparing food, cultivating garden beds, constructing products
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
- applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
- developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
- using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
- using a range of communication tools to share ideas and information, for example participating in collaborative online environments
- HPE 5-6: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- examining how media and public identities influence the way people act and the choices they make
- analysing health messages in the media and comparing their interpretations with those of other members of the class
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- exploring the place of water-based recreational activities in Australian culture and how communities come together to enjoy water-based activities
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team
- assessing the impact of different relationships on personal health and wellbeing
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- applying stability and locomotor skills to dodge and feint in different movement situations
- applying kicking, striking and throwing skills to propel an object and keep it in motion
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- experimenting with different music genres such as Indian bhangra music when performing creative dances
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
- HPE 5-6: Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
- creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: critically analyse information and evidence according to criteria such as validity and relevance
Content descriptions
- English 7: Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
- comparing choices for point of view in animations, advertisements and other persuasive texts
- comparing how different advertisements use visual elements to advertise the same product
- experimenting with digital storytelling conventions to create personal reflections on shared experiences
- English 7: Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
- English 7: Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
- building knowledge, understanding and skills in relation to the history, culture, and literary heritage of Aboriginal and Torres Strait Islander peoples
- identifying and explaining differences between points of view in texts, for example contrasting the city and the bush or different perspectives based on culture, gender or age
- English 7: Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
- exploring concepts about the criteria for heroism and testing these criteria in a range of texts, including more complex ones where the hero may be flawed
- comparing personal viewpoints on texts and justifying responses in actual and virtual discussions
- English 7: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
- English 7: Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
- English 7: Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
- analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
- exploring traditional stories from Asia and discussing their engaging features, for example use of the oral mode, visual elements, verse, use of puppets to convey the narrative
- discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose
- English 7: Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
- experiencing the sound and rhythm of poetry, and using metalanguage, for example ‘refrain’ and ‘chant’, to discuss the layers of meaning that are created
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
- creating chapters for an autobiography, short story or diary
- English 7: Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
- transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
- drawing on literature and life experiences to create a poem, for example ballad, series of haiku
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
- analysing the impact of interactive elements of digital magazines
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- identifying, discussing and interpreting ideas and concepts that other individuals and groups value
- identifying key evidence supporting an argument in a discussion between two speakers
- English 7: Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, clarifying and rephrasing comments of others
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as debating a topic with a team from another school, introducing a speaker at a school function
- selecting voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- identifying the purpose and possible audience for a text
- explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features
- English 7: Use prior knowledge and text processing strategies to interpret a range of types of texts
(ACELY1722)
- identifying cause and effect in explanations and how these are used to convince an audience of a course of action
- inferring the tone and emotional intent of a character in dialogue in a narrative
- English 7: Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources (ACELY1723)
- English 7: Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience, for example a class anthology of poems or stories
- using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
- writing and delivering presentations with specific rhetorical devices to engage an audience
- English 7: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- using collaborative technologies to jointly construct and edit texts
- English 7: Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation
- English 8: Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)
- English 8: Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
- discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts
- English 8: Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
(ACELA1545)
- evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information
- English 8: Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
- comprehending a series of static images and combinations of language and images in a picture book, for example title, setting, characters, actions, as well as technical elements including position, size, colour, angle, framing, point of view
- analysing the relationship between visual elements and text in non-fiction texts such as documentaries, television news, online newspapers and digital magazines
- English 8: Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
- investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
- comparing attitudes and ideas in texts drawn from contexts that are different to students’ own
- English 8: Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- explaining how individual interpretations of these aspects are influenced by students’ own knowledge, values and cultural assumptions
- English 8: Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- discussing the relative merits of literary texts and comparing and evaluating personal viewpoints on texts
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
- examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
- writing or speaking about a literary text and outlining the impact of the text on a listener, viewer or reader, for example in a journal in which students reflect on their personal responses and on how language and structural features in the text contribute to its impact
- discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
- discussing, debating and assessing book or film series, sequels, prequels, fan fiction sites, tie-in publications or merchandise
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text
- English 8: Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
- select an aspect of a text such as a sentence pattern or an image or word and adapt it for a new context explaining how the change will affect meaning
- English 8: Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
- creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance
- English 8: Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
- analysing the ways that identity may be created in digital contexts
- identifying how meanings or words change or shift depending on context, for example the word ‘cool’ is used to describe temperature or to express approval when used in informal contexts
- English 8: Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- listen to a conversation or speech and identify the point being made and explain the tone and manner of presentation. Change the focus of the conversation or speech and identify how meaning has changed
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, asking questions about stated and implied ideas, and restating and summarising main ideas
- selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences
- English 8: Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
(ACELY1732)
- evaluating an author’s use of particular textual structures and language features in achieving the representation of a point of view
- making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
- exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
- determining and applying criteria for evaluating the credibility of a website
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- comparing representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
- combining verbal, visual and sound elements in imaginative multimodal texts
- ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
- English 8: Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
- Maths 7: Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
- exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
- Maths 7: Recognise and solve problems involving simple ratios (ACMNA173)
- understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
- Maths 7: Investigate and calculate ‘best buys’, with and without digital technologies (ACMNA174)
- applying the unitary method to identify ‘best buys’ situations, such as comparing the cost per 100g
- Maths 7: Introduce the concept of variables as a way of representing numbers using letters (ACMNA175)
- understanding that arithmetic laws are powerful ways of describing and simplifying calculations and that using these laws leads to the generality of algebra
- Maths 7: Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)
- identifying order of operations in contextualised problems, preserving the order by inserting brackets in numerical expressions, then recognising how order is preserved by convention
- moving fluently between algebraic and word representations as descriptions of the same situation
- Maths 7: Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point
(ACMNA178)
- plotting points from a table of integer values and recognising simple patterns, such as points that lie on a straight line
- Maths 7: Solve simple linear equations (ACMNA179)
- solving equations using concrete materials, such as the balance model, and explain the need to do the same thing to each side of the equation using substitution to check solutions
- investigating a range of strategies to solve equations
- Maths 7: Investigate, interpret and analyse graphs from authentic data
(ACMNA180)
- using travel graphs to investigate and compare the distance travelled to and from school
- interpreting features of travel graphs such as the slope of lines and the meaning of horizontal lines
- using graphs of evaporation rates to explore water storage
- Maths 7: Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
- defining and identifying the relationships between alternate, corresponding and co-interior angles for a pair of parallel lines cut by a transversal
- Maths 7: Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)
- Maths 7: Identify and investigate issues involving numerical data collected from primary and secondary sources (ACMSP169)
- investigating secondary data relating to the distribution and use of non-renewable resources around the world
- Maths 7: Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
- understanding that some data representations are more appropriate than others for particular data sets, and answering questions about those data sets
- Maths 7: Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data
(ACMSP171)
- understanding that summarising data by calculating measures of centre and spread can help make sense of the data
- Maths 7: Describe and interpret data displays using median, mean and range
(ACMSP172)
- locating mean, median and range on graphs and connecting them to real life
- Maths 8: Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
- Maths 8: Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
- understanding that rate and ratio problems can be solved using fractions or percentages and choosing the most efficient form to solve a particular problem
- calculating population growth rates in Australia and Asia and explaining their difference
- Maths 8: Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- expressing profit and loss as a percentage of cost or selling price, comparing the difference
- investigating the methods used in retail stores to express discounts
- Maths 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
- solving real life problems by using variables to represent unknowns
- Maths 8: Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
- identifying regions in Australia and countries in Asia that are in the same time zone
- Maths 8: Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
- establishing the properties of squares, rectangles, parallelograms, rhombuses, trapeziums and kites
- identifying properties related to side lengths, parallel sides, angles, diagonals and symmetry
- Maths 8: Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
- identifying the complement of familiar events
- understanding that probabilities range between 0 to 1 and that calculating the probability of an event allows the probability of its complement to be found
- Maths 8: Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
- using Venn diagrams and two-way tables to calculate probabilities for events, satisfying ‘and’, ‘or’ and ‘not’ conditions
- understanding that representing data in Venn diagrams or two-way tables facilitates the calculation of probabilities
- collecting data to answer the questions using Venn diagrams or two-way tables
- Maths 8: Explore the practicalities and implications of obtaining data through sampling using a variety of investigative processes (ACMSP206)
- investigating the uses of random sampling to collect data
- Maths 8: Explore the variation of means and proportions of random samples drawn from the same population
(ACMSP293)
- using sample properties to predict characteristics of the population
- Maths 8: Investigate the effect of individual data values, including outliers, on the mean and median
(ACMSP207)
- using displays of data to explore and investigate effects
- Science 7: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)
- using spreadsheets to aid the presentation and simple analysis of data
- describing the trends shown in collected data
- Science 7: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS130)
- using diagrammatic representations to convey abstract ideas and to simplify complex situations
- comparing and contrasting data from a number of sources in order to create a summary of collected data
- Science 8: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)
- describing measures of central tendency and identifying outliers for quantitative data
- Science 8: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS145)
- constructing tables, graphs, keys and models to represent relationships and trends in collected data
- HASS 7: Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges (ACHASSI152)
- making propositions to be tested through a research process
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- identifying steps in the research process (for example, identifying information needed, locating information, recording relevant information from sources)
- collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns of employment in Australia; thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media to support a study of liveability of a city)
- applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant sites, and giving consideration to sensitive issues when seeking information from people
- HASS 7: Organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions, including different types of graphs, tables, field sketches and annotated diagrams, and maps at different scales (ACHASSI154)
- deciding which formats best suit the presentation of gathered information after consideration of a range of digital and non-digital media
- representing categorised data information using digital and non-digital graphic organisers (for example, tables, flowcharts, SWOT [strengths, weaknesses, opportunities and threats] analysis, cost-benefit analysis, futures timelines, spreadsheets, databases)
- constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental quality on aspects of the liveability of places; graphs showing the religious composition of past and contemporary Australian society)
- creating maps using computer mapping software or satellite images to show distributions and patterns (for example, to show the spatial distribution and patterns of liveability or the areas affected by a hydrological hazard in Australia and other parts of the world)
- HASS 7: Sequence information about events, developments, periods and phenomena using a variety of discipline-appropriate formats and conventions including chronological frameworks that use dating conventions
(ACHASSI155)
- constructing and annotating timelines to show developments and periods (for example, the approximate beginning and end dates of ancient societies and the periods of time when these coexisted) and events (for example, placing referendums of the twentieth century in a chronological sequence)
- applying dating conventions on sequences, including ‘BC’ (Before Christ), ‘AD’ (Anno Domini), ‘BCE’ (Before Common Era), and ‘CE’ (Common Era) and using terms such as ‘prehistory’ (before the period of textual recording) and ‘history’ (the period beginning with named individuals and textual recording)
- developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)
- modelling a system (for example, an ecosystem or hydrological cycle) and using it to explain the sequence of effects when elements are manipulated
- HASS 7: Examine primary sources and secondary sources to determine their origin, purpose and reliability (ACHASSI156)
- considering relevance and validity when choosing sources and gathering data and information about historical, geographical, social, economic and business issues or events (for example, the relevance of documents written at the time of an event; the validity of personal observations made during fieldwork)
- differentiating between primary sources in history (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- comparing the different types of primary sources appropriate to history, geography, civics and citizenship, and economics and business, and explaining reasons for the differences
- identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)
- using a range of methods to determine the origin, purpose and reliability of different sources, such as determining when the source was written, why it was written and by whom
- discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
- HASS 7: Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
- recognising that limited evidence can sometimes give useful insights into the power structures of a society
- using strategies to detect whether a statement is factual or an opinion, including identification of word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- identifying the perspective in a historical source (for example, the saying of Confucius, ‘women and underlings are especially difficult to handle’) and discussing the values and attitudes of the society that produced it
- identifying different perspectives about a past or current issue and suggesting influences or circumstances that may have informed these perspectives
- analysing how information can be used selectively to persuade citizens
- identifying and distinguishing points of view of different individuals and groups about a public issue (for example, the development of wind turbine farms, a contentious residential development by a large company, the corporate harnessing of water in a developing country)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- interpreting the possible meaning of images and symbols in primary sources
- using and interpreting various types of maps (for example, weather, political, topographic, thematic and diagrammatic maps and isoline or isopleth maps)
- using aerial images of contrasting places to identify differences (for example, differences in housing density and services)
- interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for example, the patterns of a selected hydrological hazard over time and place) and to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities, river systems and the availability of surface water)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- reviewing the results of an analysis to propose an answer to an inquiry question using at least one discipline-specific concept (for example, significance in history or place in geography) or one humanities and social sciences concept (for example, interconnections) as an organiser
- evaluating data from a survey to draw conclusions about a current political, social, environmental or business event or issue
- evaluating and connecting information from various sources to draw evidence-based conclusions
- drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- HASS 7: Develop and use criteria to make informed decisions and judgements (ACHASSI161)
- outlining the significance of a past event and providing reasons for its significance based on relevant evidence
- applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions or to possible purchasing decisions)
- examining the trade-offs involved in making choices (for example, choices about spending limited money; how to earn an income such as working as an employee or owning your own business; whether to pay more for an endorsed environmentally friendly product)
- HASS 7: Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-specific terms, conventions and concepts (ACHASSI163)
- communicating findings, predictions, opinions, decisions, judgements and conclusions, using text types (for example, reports, persuasive essays, reasoned arguments, explanations) selected to suit the purpose and the intended audience
- citing sources of evidence (for example, archaeological relics and written accounts) in their texts
- using graphic representations (such as graphs, tables, spreadsheets and photographs) to present, supplement and clarify information contained in reports and other documents
- using digital technologies to create multimedia presentations (for example, to show the specific features of an ancient battle, pyramid complex or burial site; to show the spatial distribution and patterns of liveability; to present a case for a constitutional change)
- using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits)
- HASS 7: How historians and archaeologists investigate history, including excavation and archival research
(ACHASSK167)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts*
- HASS 7: The range of sources that can be used in an historical investigation, including archaeological and written sources
(ACHASSK168)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
(ACHASSK169)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources
(ACHASSK170)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples
(ACHASSK171)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The physical features of ancient Greece, Egypt or Rome and how they influenced the civilisation that developed there
(ACHASSK172)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: Roles of key groups in the ancient Greece, Egypt or Rome, including the influence of law and religion
(ACHASSK173)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
- HASS 7: The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACHASSK174)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties
(ACHASSK175)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods in Greece, Isis in Egypt and Mithras in Persia)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Egyptian, Greek or Roman history
(ACHASSK176)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The physical features of India or China and how they influenced the civilisation that developed there
(ACHASSK177)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: Roles of key groups in Indian or Chinese society in this period, including the influence of law and religion
(ACHASSK178)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The significant beliefs, values and practices of Indian or Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACHASSK179)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments and the spread of philosophies and beliefs
(ACHASSK180)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Indian or Chinese history
(ACHASSK181)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Classification of environmental resources and the forms that water takes as a resource
(ACHASSK182)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The way that flows of water connect places as they move through the environment and the way these affect places
(ACHASSK183)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- investigating the importance of environmental flows
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- HASS 7: The quantity and variability of Australia’s water resources compared with other continents
(ACHASSK184)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa
(ACHASSK185)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHASSK186)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Causes, impacts and responses to an atmospheric or hydrological hazard
(ACHASSK187)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard
- HASS 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places
(ACHASSK188)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- HASS 7: The influence of accessibility to services and facilities on the liveability of places
(ACHASSK189)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The influence of environmental quality on the liveability of places
(ACHASSK190)
- researching the effects of air and water pollution on the liveability of cities
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The influence of social connectedness and community identity on the liveability of places
(ACHASSK191)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe
(ACHASSK192)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area), or including traditional owners (for example, developing bilingual signage or Indigenous garden projects in the local area)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation
(ACHASSK195)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- HASS 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHASSK197)
- identifying values shared by Australians and deciding which ones could also be considered universal values
- identifying how human rights values are consistent with Australian values
- HASS 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHASSK198)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- discussing how belonging to a religious or cultural group can provide a sense of belonging and how this group membership can shape an individual’s identity
- identifying the different ways that cultural and religious groups express their beliefs, identity and experiences (for example, through customs, practices, symbols, language, traditions and art, and virtual communities)
- discussing how stereotypes are linked with people’s cultural identity (for example, clothes, accent/language, media representations)
- considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region
- HASS 7: The ways consumers and producers interact and respond to each other in the market
(ACHASSK199)
- investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy, environment-friendly, organic or ethical products and services)
- exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
- considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services
- HASS 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHASSK200)
- explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants
- identifying ways short- and long-term personal financial objectives can be achieved (for example, through developing a budget and having a savings plan)
- explaining how financial records (for example, income statements, balance sheets, budgets and cash flow statements) inform business decision-making
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- HASS 7: Why individuals work, types of work and how people derive an income (ACHASSK202)
- exploring different types of work (for example, full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Considering viewpoints – meanings and interpretations: For example – What was the choreographer’s stated intent for this dance? What ideas did you think the dance expressed?
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion
- exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- expressing responses using descriptive style-specific dance terminology
- accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- identifying the distinguishing stylistic features of different dances and considering how this can inform their choreography
- comparing dance styles in different artistic, social, environmental, historical and cultural contexts
- observing and identifying stylistic similarities and differences in both traditional and contemporary dances, for example, dances from Aboriginal people and Torres Strait Islander people and Asian communities
- investigating the development of dance styles and the influence of histories, societies, cultures and environments
- investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)
- Considering viewpoints – histories: For example – What historical forces and influences are evident in the dance work? How do the costumes and movements in this dance reflect the era in which it was created?
- recognising ethical issues including acknowledging sources and respecting the intellectual property rights of others in dance
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- investigating and researching starting points for drama, for example, using analysis of performance styles or evaluating their peers’ responses to questions about an issue or image
- working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- creating role and character by understanding and managing the underlying structure and intent of the drama
- developing techniques of dramatic forms according to their established conventions and traditions
- understanding human behaviour, emotions and empathy to convey roles and characters
- Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the drama?
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- planning, organising and rehearsing dramatic action to stage devised and scripted drama, for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect
- using feedback and evaluation when rehearsing, devising and scripting drama
- analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)
- interpreting and directing scripted drama and considering the use of design elements for theatrical effect
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- discussing how the elements of drama have been used in a performance they have seen
- Considering viewpoints – meanings and interpretations: For example – What were the actor/director’s intentions in this drama? What are your intentions in the drama you are making? What ideas did you think the drama expressed? How did you engage with the drama?
- accessing and researching directors’ works through real or virtual performances to analyse directors’ interpretations of scripted drama and considering implications for their own work
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- identifying the social, historical and cultural contexts of the forms and styles represented in their drama
- locating and exploring specific examples of contemporary Australian, Asian and other world drama
- describing the role of drama in different cultures and using this information when they plan their own drama
- Considering viewpoints – contexts: For example – What is the cultural context in which the drama was developed, or in which it is viewed, and what does it signify? How does this drama relate to its social context and that of its makers and audiences? What are the appropriate protocols for viewing Aboriginal and Torres Strait Islander drama and other culturally specific performance? What historical forces and influences are evident in the drama? How does this style of drama vary from those seen in other traditions and other parts of the world?
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- creating multiple representations of the same person, place or concept in different media and for different intentions
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- combining established genre conventions such as framing in still and moving image, sound in radio play or audiovisual artworks, and font size, shape and colour in print
- Considering viewpoints – forms and elements: For example – What elements define a genre? How can I create mood and setting through images/sound/framing?
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- investigating viewpoints when making decisions about how they will represent a theme, concept or idea, and considering media conventions and genres
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- discussing and documenting their choices of representation to strengthen meaning in their media artworks
- Considering viewpoints – philosophies and ideologies: For example – What ideological or political perspectives are evident in my artwork to engage a particular audience? What established behaviours or conventions have influenced the design of my artwork for a particular audience?
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution
- exploring genres such as narrative, non-narrative, experimental and documentary and making a trailer in a similar style
- telling a news story in print and for online publishing and discussing the differences in the structure of content, meaning and delivery between the two media
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media practice in online spaces?
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
- understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- surveying the programming of public sector versus private sector television and commenting on differences
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiencs; for example, games players, social media users, television viewers
- Considering viewpoints – evaluations: For example – How are media artworks changed when viewed outside a cultural context? How effective is my image construction in terms of making meaning to me and to others? How can I undertake safe and ethical media practice in online spaces?
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- singing and recognising intervals and melodic patterns to extend music ideas in improvisation and composition
- Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece?
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- Considering viewpoints – meanings and interpretations: For example – Why does the same piece sound different when different musicians play it?
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- exploring technology as a tool for creating, notating, recording and sharing music ideas
- arranging a familiar piece into a different musical style by manipulating the elements of music
- Considering viewpoints – forms and elements: For example – What composition devices were used in your piece?
- creating an arrangement of a known melody
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style
- identifying and describing the features and performance practices that help determine a specific musical style or culture
- Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- identifying roles and responsibilities in music-making activities and contexts as both performer and audience member
- identifying personal preferences in the music they listen to and the reasons for them
- making judgements about music as audience members and articulating the reasons for them
- discussing different opinions and perspectives about music and strategies to improve and inform music making
- Considering viewpoints – evaluations: For example – How effectively did the musicians use expressive techniques in their performance? What are the strengths of this performance or composition?
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures
- Considering viewpoints – psychology: For example – Why and how does an artwork make you feel emotional? Can you apply a similar technique to your artwork?
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- combining, adapting and manipulating images and objects from several sources
- Considering viewpoints – forms: For example – Why did the artist choose this style of representation? What other forms and styles suit this message?
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles
- Considering viewpoints – meanings and interpretations: For example – Can you identify implied meaning from the symbols and codes within the artwork? What is a universal symbol that reflects contemporary youth culture, as you understand it? How important is it for symbols to translate across language?
- refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making
- discussing and documenting their choices of representation to strengthen meaning and viewpoints in their artwork
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Considering viewpoints – critical theories: For example – Can you identify explicit and implicit meanings in artworks? What metaphor could you use to enhance the meaning of your artwork?
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists
(ACAVAM120)
- imagining and refining their visual and spatial representations of the world, combining a variety of technologies
- problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
- Considering viewpoints – societies and cultures: For example – How does the context of time and place, culture and ideology influence the look and meaning of art in public spaces?
- developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
- annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- Considering viewpoints – histories: For example – How did one artist influence the work of another? What is your favourite art style? When and where did it originate?
- extending technical competence when using selected techniques, such as printmaking, brush techniques in painting, digital editing, shaping 3D forms
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- demonstrating awareness of safe studio practices, for example, designing safety posters, or producing film clips
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- exploring social relationships as subject matter within artworks and how the display of these artworks reflects, challenges or extends the relationships between the artist and the audience
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- Considering viewpoints – cultures: For example – How do artists from different cultures represent the concepts of Place/Country? Compare examples of street art found in Australia to street art from another country.
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- comparing and contrasting different representations and interpretations of Country/Place from a range of viewpoints and contexts, for example, researching and comparing the representation of Aboriginal and Torres Strait Islander Peoples and colonists in artworks from and about 1788
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
- Considering viewpoints – philosophies and ideologies: For example – Do the artist’s past experiences influence the work? Why do you prefer this form?
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
- considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- identifying needs and new opportunities for design and enterprise, for example promotion and marketing of designed solutions
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
- calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- recognising the need to increase food production using cost efficient, ethical and sustainable production techniques
- describing physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- recognising the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia when critiquing and exploring food and fibre production
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- planning and making quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques
- examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming vegetables
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying
- explaining how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food, for example the browning of cut fruit, the absorption of water when cooking rice
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
- considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- considering community needs when identifying opportunities for designing, for example gardens for a community centre, cost effective food service for a sport club
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- identifying factors that may hinder or enhance project development, for example intercultural understanding
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- developing criteria for success to evaluate the success of designed solutions in terms of aesthetics, functionality and sustainability
- considering how to improve technical expertise
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- identifying risks and how to avoid them when planning production
- investigating the time needed for each step of production
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
- explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
- comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
- recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
- recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
- explaining ways media elements are presented, for example the difference between embedded and linked media elements
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
- visualising data to create information, for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map
- applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- modelling the attributes of real-world objects for a computer game
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- identifying features that make an effective game, such as storyline, goal, reward, gameplay and environment
- identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
- using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
- using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing and modifying digital solutions by implementing instructions contained in algorithms through programs
- developing a digital game that manipulates models of real-world objects
- programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
- comparing cloud-based information systems to client-based information systems
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- organising the instructions and files in readiness for implementation of a solution, for example applying a file naming convention to all data files that are going to be used to create solutions
- documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures
- devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
- HPE 7-8: Investigate the impact of transition and change on identities
(ACPPS070)
- identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions and associated responsibilities
- examining online profiles and identities and developing strategies to promote safety in online environments
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
- analysing how their relationships influence behaviours and actions
- analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- exploring different viewpoints, practising being empathetic and considering alternative ways to respond
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
- HPE 7-8: Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
- identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
- promoting an understanding of minimal-impact outdoor recreation in the local area
- exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander Peoples and communities
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- exploring how kinship and extended-family structures in different cultures support and enhance health and wellbeing
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability and how resisting stereotypes can help students be themselves
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- explaining how individual or team performance has improved through modifications to effort, space and time
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
- modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
- Hist 7: How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001)
- identifying different approaches to historical investigation such as the use of excavation and stratigraphy, oral history and use of data derived from radiocarbon dating
- Hist 7: The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
- listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
- using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: Physical features of ancient Egypt (such as the River Nile) and how they influenced the civilisation that developed there (ACDSEH002)
- describing the importance of the River Nile to Egyptian society (for example, inundation and farming, the worship of the god of the Nile, and the use of the Nile as a means of transportation)
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- creating a graphic representation of the social structure of Egyptian society
- outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
- generating alternative explanations for the building of the pyramids at Giza
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
- explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
- Hist 7: The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129)
- examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
- Hist 7: Physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003)
- describing the impact of the sea and mountain ranges of Ancient Greece on the development of self-governing city-states
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
- outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
- Hist 7: Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
- investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
- investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
- explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
- Hist 7: The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
- examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
- Hist 7: Physical features of ancient Rome (such as the River Tiber) and how they influenced the civilisation that developed there (ACDSEH004)
- describing the methods used by the Romans to manage resources (for example, the water supply through aqueducts and plumbing systems)
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion
(ACDSEH038)
- examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
- describing the significance of slavery in the period of the Roman Empire (for example, the acquisition of slaves through warfare, the use of slaves as gladiators and agricultural labourers, and the rise of freedmen)
- Hist 7: Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)
- investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
- describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
- Hist 7: The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
- examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
- Hist 7: Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
- describing how harmonious relationships with the natural world were reflected in Indian belief systems (for example, Hinduism, Buddhism and Jainism)
- creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
- Hist 7: Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion
(ACDSEH044)
- creating a graphic representation of the social structure of Indian society
- explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
- examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
- Hist 7: The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
- examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
- Hist 7: Physical features of China (such as the Yellow River) and how they influenced the civilisation that developed there (ACDSEH005)
- describing the significance of the Yellow River to irrigation and the impact of features such as the Himalayas on contacts with other societies, including trade
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- creating a graphic representation of the social structure of Chinese society
- outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)
- explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
- Hist 7: The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
- examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
- posing questions of sources such as: ‘Where does it come from?’ ‘How do we know?’ ‘What information does it provide?’ ‘What other sources might be needed?’
- identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
- Hist 7: Identify and locate relevant sources, using ICT and other methods (ACHHS208)
- compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
- using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
- identifying information within a source that can be used as evidence to support an interpretation
- Hist 7: Identify the origin and purpose of primary and secondary sources
(ACHHS209)
- responding to questions about photographs, artefacts, stories, buildings and other sources to explain the past such as: ‘Who wrote/produced this?’ ‘When?’ ‘Why?’ ‘What does it show about the past?’
- discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
- differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- Hist 7: Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
- creating categories (that is, concepts) with which to organise information obtained from sources
- identifying a range of archaeological sources (for example, the physical remains of the Colosseum, gladiatorial equipment such as helmets, mosaics showing gladiatorial combat, written accounts of what happened in the Colosseum)
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
- distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
- using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- Hist 7: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS212)
- identifying the possible meaning of images and symbols in primary sources
- identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
- Hist 7: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
- outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
- describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
- Hist 8: The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH009)
- describing the way of life of people in the Ottoman Empire (for example, the role of the coffee house and bazaar or marketplace, the power and responsibility of the Sultan to ensure that justice was served within society)
- Hist 8: Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture (ACDSEH053)
- describing Ottoman art and architecture (for example, the Selimiye Mosque in the city of Edirne in Turkey, and Islamic geometric design)
- Hist 8: Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
- outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
- explaining the tolerance of the Ottomans towards Christians and Jews
- Hist 8: The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
(ACDSEH055)
- investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
- Hist 8: The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH010)
- describing the way of life of people in Renaissance Italy (for example, the role of men in tending the fields or merchant shops, the influence of government in particular city-states, for example Naples – a monarchy, Florence – a republic)
- Hist 8: Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056)
- describing the work of Leonardo da Vinci (for example, his artworks Mona Lisa and The Last Supper and inventions: a rudimentary helicopter and solar power); the work of Michelangelo (for example, the Sistine Chapel paintings, David, Pietà); the thinking of Copernicus (for example, astronomy – seeing the sun as the centre of the universe); and the invention of the printing press
- investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
- Hist 8: Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples (ACDSEH057)
- explaining the influence of the Medici family in Florence as bankers and merchants, and their patronage of the arts
- Hist 8: The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
- investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
- Hist 8: The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)
- outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
- Hist 8: The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH007)
- locating Viking lands in Scandinavia (Denmark, Norway and Sweden)
- describing the way of life of the Vikings (for example, living in a cold and harsh environment; the importance of farming and raids; the significance of honour in Viking warrior society)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- describing Viking craft with particular emphasis on the production of weapons (for example, swords, battle axes and helmets)
- outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
- describing evidence of Viking trade between Russia (Kiev) and the east (through Constantinople)
- Hist 8: Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
- explaining the attacks on monasteries (for example, Lindisfarne (793 AD/CE) and Iona (795 AD/CE)), and reviewing the written accounts by monks that contributed to the Vikings’ reputation for pillage and violence
- explaining the survival of a heroic Iron Age society in Early Medieval Ireland, as described in the vernacular epics, and its transformation by the spread of Christianity; the influence of the Vikings; the Anglo-Norman conquest
- investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
- Hist 8: The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049)
- outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
- comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
- Hist 8: The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society (ACDSEH008)
- describing the structure of feudal society (for example, the role and responsibilities of the king, nobles, church, knights and peasants)
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- describing the features of castles and churches of the period (for example, Warwick Castle in England and Notre Dame Cathedral in Paris) as examples of the Church’s power in terms of its control of wealth and labour
- researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
- recognising that the medieval manuscripts of monastic scribes contributed to the survival of many ancient Greek and Roman literary texts
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- listening to the Gregorian chants of Western Christianity and exploring how they reflect the nature and power of the Church in this period
- Hist 8: Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
- investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
- Hist 8: The way of life in the Khmer Empire, including, social, cultural, economic and political features (including the role of the king ) (ACDSEH011)
- describing the way of life in the Khmer Empire through stone carvings and the writings of the Chinese Ambassador Zhou Daguan (for example, in relation to fishing, trading in markets, temple construction)
- Hist 8: Reasons for Angkor’s rise to prominence, including wealth from trade and agriculture (ACDSEH060)
- explaining how being revered as the ‘god-king’ or ‘deva-raja’ enabled the Khmer kings to rule over the empire with absolute authority, thereby enhancing their ability to mobilise manpower to defend the empire as well as to invade neighbours
- Hist 8: Cultural achievements of the Khmer civilisation, including its system of water management and the building of the temples of Angkor (ACDSEH061)
- describing the main features of the water management system at Angkor (for example, the extensive use of reservoirs and canals)
- Hist 8: Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
- exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
- Hist 8: The way of life in shogunate Japan, including social, cultural, economic and political features (including the feudal system and the increasing power of the shogun) (ACDSEH012)
- describing the way of life in feudal Japan under the shoguns (for example, ‘bushido’ – the chivalric code of conduct of the samurai that emphasised frugality, loyalty, mastery of martial arts, and honour)
- Hist 8: The role of the Tokugawa Shogunate in reimposing a feudal system (based on daimyo and samurai) and the increasing control of the Shogun over foreign trade (ACDSEH063)
- describing the relationship between the emperor, shogun, daimyo (lords), samurai (warriors), workers (for example, farmers, artisans and traders)
- explaining reasons for Japan’s closure to foreigners under the Tokugawa Shogunate and the impact of US Commodore Perry’s visit in 1853
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- investigating the demand for available land and the patterns of land use in the period
- outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- describing internal pressures in shogunate Japan (for example, the rise of a commercial class at the expense of the samurai, peasant uprisings such as Osaka 1837, and famine)
- describing the increasing exposure to Western technology and ideas (for example, the establishment of a naval school with Dutch instructors, the translation of Western books)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
- outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
- Hist 8: The way of life in ONE Polynesian society, including social, cultural, economic and political features, such as the role of the ariki in Maori and in Rapa Nui society (Easter Island) (ACDSEH066)
- describing the way of life of Easter Island (Rapa Nui) society (for example, fishing by the men, links between the household and the extended clan through the exchange of goods, wives and labour; the use of stone tools)
- Hist 8: Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
- explaining the significance of Rahui as a way of prohibiting the collection of resources, to ensure their sustainability
- evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
- Hist 8: The nomadic lifestyle of the Mongols and the rise of Temujin (Genghis Khan) (ACDSEH014)
- describing the nomadic nature of Mongol life and the rise of Temujin (Genghis Khan) who united all Mongol tribes in 1206 AD (CE)
- Hist 8: The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
- Hist 8: The extent of the Mongol expansion as one of the largest land empires in history (ACDSEH078)
- mapping the expansion of the Mongol empire across Asia and Europe
- describing the way of life in Mongolia and its incorporation into Chinese life (for example, agriculture – domestication of animals such as horses, camels and cattle; food – dried meat and yoghurt; and housing – yurts)
- Hist 8: The consequences of the Mongol expansion, including its impact on life in China during and after the Mongol conquest and contributions to European knowledge and trade routes (ACDSEH079)
- explaining the role of the Mongols in forging connections between Europe and Asia through conquest, settlement and trade (for example, the use of paper money and coinage; the growing number of European merchants travelling to China)
- Hist 8: Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
- investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
- Hist 8: The role of expanding trade between Europe and Asia in the Black Death, including the origin and spread of the disease (ACDSEH069)
- mapping the spread of the Black Death (Asia, Africa, Europe) in the fourteenth century CE
- Hist 8: Causes and symptoms of the Black Death and the responses of different groups in society to the spread of the disease, such as the flagellants and monasteries (ACDSEH070)
- explaining reactions to the Black Death (for example, the emergence of flagellants – those who would whip themselves to be free of sin – and the persecution of Jewish people)
- Hist 8: The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
- using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
- investigating the effects of the Black Death on society (for example, labour shortages, peasant uprisings, the weakening of feudal structures and increased social mobility)
- categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
- Hist 8: Pre-Columbian life in the Americas, including social organisation, city life and beliefs (ACDSEH016)
- describing the social organisation of the Aztecs (for example, nobility, slaves); their beliefs (for example, worship of a number of gods and the need to make human sacrifices to appease these gods); life in the capital city Tenochtitlan
- Hist 8: When, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered (ACDSEH073)
- explaining the arrival of Spanish conquistadores in Mexico and Peru from 1510 AD (CE) (Balboa) to 1531 (Pizarro), and their reasons (for example, seeking wealth, claiming land for their king, converting the local populations to Christianity, sense of adventure)
- Hist 8: The nature of the interaction between the Spanish and the indigenous populations, with a particular focus on either the Aztecs OR Incas (ACDSEH074)
- describing encounters between Hernán Cortés and the Aztecs, as well as the siege of Tenochtitlan
- Hist 8: The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
- explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- posing a key question such as: ‘Why did Easter Island (Rapa Nui) society decline?’ and identifying related questions to inform the inquiry (for example, ‘What evidence is there?’ ‘What theories have been developed?’)
- Hist 8: Identify and locate relevant sources, using ICT and other methods (ACHHS151)
- compiling a list of different sources needed in an inquiry and their possible locations
- Hist 8: Identify the origin and purpose of primary and secondary sources
(ACHHS152)
- explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- creating categories to organise the information obtained from sources
- designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
- Hist 8: Draw conclusions about the usefulness of sources (ACHHS154)
- recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
- Hist 8: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS155)
- describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
- Hist 8: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)
- using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
- Geo 7: Classification of environmental resources and the forms that water takes as a resource (ACHGK037)
- classifying resources into renewable, non-renewable and continuous resources, and investigating examples of each type
- describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- explaining how the movement of water through the environment connects places (for example, the melting of snow in spring feeding rivers and dams downstream)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- investigating the importance of environmental flows
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- using the concept of the water balance to compare the effects of rainfall, run-off and evaporation on the availability of water in Australia and other continents
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption)
- examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
- investigating whether the use of water in their place is sustainable
- investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterways, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples
- examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Causes, impacts and responses to an atmospheric or hydrological hazard
(ACHGK042)
- explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods
- explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazard on people and places, and describing community responses to the hazard
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- discussing the concept of liveability and the ways it is measured and comparing objective measures such as transportation infrastructure with subjective measures such as people’s perceptions
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- examining the role transport plays in people’s ability to access services and participate in activities in the local area
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- researching the effects of air pollution on the liveability of cities
- explaining the importance of water quality to the liveability of places, now and into the future
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- discussing the different types of places where people can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people (for example, through fieldwork in the local recreation area) or traditional owners (for example, developing bilingual signage or Indigenous garden projects in the local area)
- discussing the impact of housing density on the liveability of places
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions about an area of focus in the geographical knowledge and understanding strand (for example, the causes of water scarcity or factors affecting the liveability of a place)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- using a range of methods, including digital technologies, to plan and conduct an information search about the quantity and variability of water in Australia and another country from another continent
- Geo 7: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS048)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, surveys and interviews, or photographs) about the impacts of and responses to a hydrological hazard, or the factors influencing decisions people make about where to live
- collecting geographical information from secondary sources (for example, thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media)
- applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- considering the reliability of primary and secondary data by finding out how and when it was collected, by whom and for what purpose
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- constructing tables, graphs, maps and diagrams to represent the data collected about water scarcity and liveability of places
- creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- using aerial images of contrasting places to identify differences in housing density
- using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world (for example, countries of the Asia region or of the Pacific region)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
- presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- discussing the representation of landscapes in literature, song/music, film and art
- analysing the role of geomorphic landforms and landscapes in tourism (for example, the Grand Canyon in the USA or Uluru in Australia)
- exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with landscapes and landforms by Aboriginal and Torres Strait Islander Peoples
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- analysing the effects of erosion and sedimentation produced by human activities, including farming and recreation, on landscape quality
- examining the effects of mining and quarrying, and urban development, on landscape quality
- describing the effects of river regulation including dams, locks, channel straightening and drains, on riverine and wetland landscape quality
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- identifying different views about the value of particular environments (for example, recreational, psychological, aesthetic and spiritual), and about the nature and extent of their protection, and discussing how this links to ideas about environmental sustainability
- investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including traditional owners, with an interest in its use or protection
- identifying the contribution of Aboriginal and Torres Strait Islander knowledge to the use and management of landforms and landscapes
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
- describing how the effects caused by geomorphological hazards are influenced by social, cultural and economic factors (for example, where people choose to live, poverty, and lack of infrastructure and resources to prepare and respond)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- discussing urbanisation as a shift in where, how and why people live where they do
- exploring the connections between urbanisation and economic and social opportunities
- examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- identifying and explaining the main types, patterns and trends of internal migration in Australia (for example, employment, lifestyle and retirement migration)
- examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- explaining that Aboriginal and Torres Strait Islander Peoples’ population mobility reflects attachment to a number of places through family, Country/Place, dispossession, relocation and employment
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- identifying and explaining the main types and patterns of international migration (for example, permanent migration, temporary labour migration, student migration, forced migration (including refugees) and family reunion)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- exploring the changing cultural diversity of the Australian population
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- exploring the arguments for and against a more balanced distribution of the urban population
- generating ideas on how to decentralise Australia’s urban population using Canberra as an example
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions on an area of focus in the geographical knowledge and understanding strand (for example, about types of landforms or reasons for urban settlements)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the causes and consequences of urbanisation)
- using a range of methods including digital technologies to plan and conduct an information search about reasons for and effects of internal migration in Australia
- Geo 8: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, surveys and interviews, or photographs) about the ways to protect significant landscapes
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, compound column graphs and population pyramids, reports, census data, digital images and the media)
- conducting ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- constructing tables and graphs of demographic or economic data for Australia or China
- creating annotated diagrams to show a landscape and its landforms
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
- presenting a report, supported by spatial technologies, to communicate a reasoned argument (for example, to advocate for actions to ensure that landscapes and seascapes can be managed sustainably for use by future generations)
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- C&C 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources
- exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- C&C 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHCK052)
- identifying values shared by Australians and deciding which ones could also be considered universal values
- identifying how human rights values are consistent with Australian values
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- discussing how stereotypes are linked with people’s cultural identity (for example, clothes, accent/language, media representations)
- considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region
- C&C 7: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS054)
- developing a key question such as ‘How does the law protect all individuals?’ and related questions to inform the investigation (for example, ‘What is the presumption of innocence?’)
- considering current events to generate ideas for research
- C&C 7: Identify, gather and sort information and ideas from a range of sources (ACHCS055)
- using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics
- categorising information under headings that are the focus for research
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- evaluating data from a survey to draw conclusions about a current event or issue
- C&C 7: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)
- identifying the influences or circumstances that may have informed different perspectives about a civics and citizenship issue
- identifying where there is a common understanding or points of agreement in a discussion as a basis for resolving a conflict or differences
- C&C 7: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS058)
- developing a plan of action that incorporates a consultation process to ensure a range of views are heard and people are provided with opportunities to respond
- C&C 7: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059)
- using appropriate terms and concepts such as rule of law, separation of powers and secular nation
- using digital technologies and graphic displays for a specific audience, purpose and context (for example, to argue the case for a constitutional change)
- C&C 7: Reflect on their role as a citizen in Australia’s democracy
(ACHCS060)
- recognising their own emotional reactions when interacting with people who are different from them
- raising awareness of different perspectives (for example, about sustainability challenges)
- C&C 8: How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
(ACHCK062)
- comparing the effectiveness of different forms of participation in Australia’s democracy
- exploring how elected representatives can advocate on behalf of citizens
- investigating examples where citizens have taken direct action such as organising a public demonstration or social media campaign
- analysing how opinion polls are conducted and the ways they are used in democratic debate
- exploring the different ways that citizens can participate in and support Australia’s democracy through their working lives, such as by serving in the armed services or as a reservist, teaching, representing Australia abroad as a diplomat or aid worker, or joining the police service or the public service
- C&C 8: How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)
- comparing some examples of statutes and common laws and the way they are made and outlining the hierarchy of these different types of laws (for example, that statutes will override the common law)
- distinguishing statutory and common law from executive law (delegated law) and identifying how the Houses of Parliament can disallow delegated legislation
- discussing examples of recent laws passed through parliaments that enact government policy
- C&C 8: Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
- investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
- examining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander Peoples and other Australians
- C&C 8: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
- examining personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
- exploring the extent of ethnic diversity in Australia
- C&C 8: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS068)
- developing complex and open-ended questions to explore a civics or citizenship topic such as ‘freedoms’ (for example, ‘What do our freedoms mean in practice?’ and ‘What do you consider to be the most important freedom?’)
- C&C 8: Identify, gather and sort information and ideas from a range of sources (ACHCS069)
- identifying sources offering different perspectives on an issue (for example, finding out about the recognition of Aboriginal and Torres Strait Islander customary law)
- collating a list of different sources of information and prioritising the list based on an assessment of usefulness and reliability
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- examining language choices in a range of texts to identify purpose, audience and reliability (for example, those used by candidates in an election campaign or by a lobby group)
- using a variety of sources to develop conclusions about Australian national identity
- C&C 8: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS071)
- using empathy to appreciate the influences or circumstances that may have informed different perspectives
- recognising assumptions in their own and other people’s thinking when mediating differences
- using culturally inclusive behaviours during class discussions and meetings
- C&C 8: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS072)
- participating in a simulation to achieve consensus (for example, a mock court case or parliamentary committee)
- working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)
- C&C 8: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS073)
- using appropriate terms and concepts such as ‘freedoms’, ‘responsibilities’, ‘statutory law’ and ‘customary law’
- creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)
- C&C 8: Reflect on their role as a citizen in Australia’s democracy
(ACHCS074)
- considering how personal experiences and circumstances influence their identity as a citizen and how they relate to others
- considering the factors that shape the way they meet their responsibilities as a citizen (for example, where they live)
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy options, environmentally friendly packaging or organic food)
- exploring why businesses might set a certain price for a product (for example, because that’s what they think consumers will pay) and how they might adjust the price according to demand
- considering how consumers might influence producers in other countries, such as those in the Asia region, to provide goods and services
- E&B 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- identifying ways short- and long-term personal financial objectives can be achieved, for example through developing a budget and having a savings plan
- explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants
- explaining how financial records such as income statements, balance sheets, budgets and cash flow statements inform business decision-making
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)
- exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- developing questions to form the basis of an economic or business investigation (for example, ‘Why do people work?’, ‘Why is it important to plan ways to achieve personal financial objectives?’, ‘Why are consumers and producers reliant on each other?’, ‘How can a business achieve success in the market?’)
- identifying the steps needed for an investigation and the resources needed
- E&B 7: Gather relevant data and information from a range of digital, online and print sources (ACHES022)
- identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- interpreting tables, charts and graphs containing economic or business data to identify trends (for example, to answer the question: ‘To what extent has the number of people in casual work increased?’)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work)
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- examining the trade-offs involved in making choices about how to earn an income (for example, working as an employee or owning your own business)
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with being a business owner)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- creating simple budgets to achieve specific financial goals and using digital and online tools to keep financial records in a ‘real-life’ context
- applying enterprising behaviours to a class activity (for example, by taking on a leadership role in a project, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- identifying links between entrepreneurial behaviour and successful businesses
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports
- using economics and business terms when presenting conclusions such as market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
- identifying who is involved in the market system in Australia and explaining how the market operates through the interactions of the participants (for example, household, business, finance, and government sectors)
- identifying different types of markets that operate in Australia such as retail markets, labour markets, financial markets, stock markets
- explaining how the interaction between buyers and sellers influences prices and how markets enable the distribution and allocation of resources (that is, how do businesses answer the questions of what to produce, how to produce and for whom to produce?)
- identifying examples of government involvement in the market through reallocation of resources, regulation of economic activity or redistribution of income (for example, providing some types of goods and services not being provided sufficiently by the market, such as health care)
- E&B 8: The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
- exploring traditional practices that enabled fast and expansive exchange in technology, ideas and rare and valuable goods within and between Aboriginal and Torres Strait Islander communities (for example, through trade, songlines and ceremony), and how this reinforced personal and group relationships
- recognising that Aboriginal and Torres Strait Islander communities participate in contemporary markets (for example, employment, social contribution) and identifying the barriers to access to contemporary markets (for example, distance, poverty)
- investigating the innovative ways Aboriginal and Torres Strait Islander Peoples utilise their cultural knowledge in contemporary contexts in enterprising ways (for example, cultural tourism and other business ventures that harness traditional knowledge of art, medicines and food derived from the environment)
- E&B 8: Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- comparing different forms of business ownership (for example, sole proprietorship, partnership, corporation, cooperative, franchise)
- explaining why a person or group of people would choose to establish one type of business rather than another
- exploring different external factors that influence business opportunities, such as government and government policy, competitors in the market, demographics, technological innovations in production processes and product design, economic conditions, globalisation, and changing social attitudes and trends of the target market
- identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)
- exploring different internal factors that influence business opportunities, such as the product, location, resources, management and business culture including ability to be adaptable and demonstrate enterprising behaviours and skills
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes, casualisation of the workforce
- identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development, changing demography, corporate social responsibility and sustainability practices, changes to workplace laws
- predicting changes to work in the future and possible outcomes (for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- developing targeted questions to form the basis of an investigation of an economic or business issue or event (for example, ‘How are the prices of products determined through the interaction of participants in the market?’, ‘How should a business respond to an opportunity in the Australian market?’, ‘How are consumers’ rights and responsibilities protected when they make purchasing decisions?’)
- devising the steps needed for an investigation and modifying as required
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- organising and categorising data and/or information (for example, constructing a table showing the differences between types of businesses)
- accessing reliable information (for example, from departments of fair trading) to access advice on the rights and responsibilities of consumers and businesses, or finding information on strategies to resolve consumer and business disputes
- E&B 8: Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
- interpreting data in tables, charts and graphs to identify relationships (for example, correlations between the location of groups and access to work opportunities)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- applying informed decision-making skills to familiar and new situations (for example, helping the family decide what products they need to purchase during the week)
- applying enterprising behaviours to everyday activities (for example, by taking on a leadership role in a project, accepting responsibility for decisions made, or setting a goal for the week and developing a plan to achieve it)
- demonstrating an understanding of their rights as consumers when buying an item or returning it to the store
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)
- developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, market economy, market system, price setting, outsourcing, business ownership, rights and responsibilities
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
Elaborations only
- English 7: Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
- exploring languages and dialects through building webcam relationships with schools across Australia and Asia
- investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email
- English 7: Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529)
- building a database of local idioms and their meanings, accents and styles of speech for different contexts, exploring the possibilities of these choices in drama and role play, and discussing their connection with personal and social identities
- developing dialogues authentic to characters in comics, cartoons and animations
- English 7: Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources (ACELA1782)
- responding to points of view by developing and elaborating on others’ responses
- building a knowledge base about words of evaluation, including words to express emotional responses to texts, judgement of characters and their actions, and appreciation of the aesthetic qualities of text
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
- writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations
- English 7: Understand how modality is achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns (ACELA1536)
- observing and discussing how a sense of certainty, probability and obligation is created in texts
- English 8: Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
- recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context
- English 8: Understand how cohesion in texts is improved by strengthening the internal structure of paragraphs through the use of examples, quotations and substantiation of claims (ACELA1766)
- writing paragraphs of extended length that explain and substantiate a particular personal viewpoint
- English 8: Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)
- analysing formal and persuasive texts to identify and explain language choices such as nominalisation
- English 8: Recognise that vocabulary choices contribute to the specificity, abstraction and style of texts (ACELA1547)
- experimenting with vocabulary choices in a range of written and spoken texts and assessing the different effects these choices generate
- English 8: Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
- analysing arguments for and against a particular issue in current community debates and justifying a personal stance
- English 8: Apply increasing knowledge of vocabulary, text structures and language features to understand the content of texts (ACELY1733)
- identifying the meaning of a wide range of words, including technical and literary language in various contexts
- Maths 7: Construct sample spaces for single-step experiments with equally likely outcomes
(ACMSP167)
- discussing the meaning of probability terminology (for example probability, sample space, favourable outcomes, trial, events and experiments)
- distinguishing between equally likely outcomes and outcomes that are not equally likely
- Maths 7: Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
- defining and comparing prime and composite numbers and explaining the difference between them
- applying knowledge of factors to strategies for expressing whole numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of whole numbers by comparing their prime factorisation
- Maths 7: Investigate and use square roots of perfect square numbers (ACMNA150)
- investigating square numbers such as 25 and 36 and developing square-root notation
- investigating between which two whole numbers a square root lies
- Maths 7: Apply the associative, commutative and distributive laws to aid mental and written computation
(ACMNA151)
- understanding that arithmetic laws are powerful ways of describing and simplifying calculations
- Maths 7: Compare fractions using equivalence. Locate and represent positive and negative fractions and mixed numbers on a number line
(ACMNA152)
- exploring equivalence among families of fractions by using a fraction wall or a number line (for example by using a fraction wall to show that 2/3 is the same as 4/6 and 6/9)
- Maths 7: Multiply and divide fractions and decimals using efficient written strategies and digital technologies (ACMNA154)
- investigating multiplication of fractions and decimals, using strategies including patterning and multiplication as repeated addition, with both concrete materials and digital technologies, and identifying the processes for division as the inverse of multiplication
- Maths 7: Round decimals to a specified number of decimal places (ACMNA156)
- using rounding to estimate the results of calculations with whole numbers and decimals, and understanding the conventions for rounding
- Maths 7: Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
- understanding that quantities can be represented by different number types and calculated using various operations, and that choices need to be made about each
- calculating the percentage of the total local municipal area set aside for parkland, manufacturing, retail and residential dwellings to compare land use
- Maths 7: Find percentages of quantities and express one quantity as a percentage of another, with and without digital technologies. (ACMNA158)
- using authentic problems to express quantities as percentages of other amounts
- Maths 7: Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-solving (ACMMG159)
- building on the understanding of the area of rectangles to develop formulas for the area of triangles
- establishing that the area of a triangle is half the area of an appropriate rectangle
- Maths 7: Calculate volumes of rectangular prisms (ACMMG160)
- investigating volumes of cubes and rectangular prisms and establishing and using the formula V = l × b × h
- understanding and using cubic units when interpreting and finding volumes of cubes and rectangular prisms
- Maths 7: Describe translations, reflections in an axis and rotations of multiples of 90° on the Cartesian plane using coordinates. Identify line and rotational symmetries (ACMMG181)
- describing patterns and investigating different ways to produce the same transformation such as using two successive reflections to provide the same result as a translation
- experimenting with, creating and re-creating patterns using combinations of reflections and rotations using digital technologies
- Maths 7: Classify triangles according to their side and angle properties and describe quadrilaterals (ACMMG165)
- identifying side and angle properties of scalene, isosceles, right-angled and obtuse-angled triangles
- Maths 7: Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum of a quadrilateral
(ACMMG166)
- using concrete materials and digital technologies to investigate the angle sum of a triangle and quadrilateral
- Maths 7: Identify corresponding, alternate and co-interior angles when two straight lines are crossed by a transversal
(ACMMG163)
- defining and classifying pairs of angles as complementary, supplementary, adjacent and vertically opposite
- Maths 8: Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
- evaluating numbers expressed as powers of positive integers
- Maths 8: Investigate the concept of irrational numbers, including π (ACMNA186)
- understanding that the real number system includes irrational numbers
- Maths 8: Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)
- applying the distributive law to the expansion of algebraic expressions using strategies such as the area model
- Maths 8: Factorise algebraic expressions by identifying numerical factors (ACMNA191)
- recognising the relationship between factorising and expanding
- Maths 8: Simplify algebraic expressions involving the four operations (ACMNA192)
- understanding that the laws used with numbers can also be used with algebra
- Maths 8: Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)
- completing a table of values, plotting the resulting points and determining whether the relationship is linear
- finding the rule for a linear relationship
- Maths 8: Choose appropriate units of measurement for area and volume and convert from one unit to another (ACMMG195)
- choosing units for area including mm
- recognising that the conversion factors for area units are the squares of those for the corresponding linear units
- recognising that the conversion factors for volume units are the cubes of those for the corresponding linear units
- Maths 8: Find perimeters and areas of parallelograms, trapeziums, rhombuses and kites (ACMMG196)
- establishing and using formulas for areas such as trapeziums, rhombuses and kites
- Maths 8: Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area
(ACMMG197)
- investigating the circumference and area of circles with materials or by measuring, to establish an understanding of formulas
- investigating the area of circles using a square grid or by rearranging a circle divided into sectors
- Maths 8: Develop formulas for volumes of rectangular and triangular prisms and prisms in general. Use formulas to solve problems involving volume
(ACMMG198)
- investigating the relationship between volumes of rectangular and triangular prisms
- Maths 8: Define congruence of plane shapes using transformations (ACMMG200)
- understanding the properties that determine congruence of triangles and recognising which transformations create congruent figures
- establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal
- Maths 8: Develop the conditions for congruence of triangles (ACMMG201)
- investigating the minimal conditions needed for the unique construction of triangles, leading to the establishment of the conditions for congruence (SSS, SAS, ASA and RHS)
- solving problems using the properties of congruent figures
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral aspects rather than or as well as scientific investigation
- using information and knowledge from previous investigations to predict the expected results from an investigation
- Science 7: Classification helps organise the diverse group of organisms (ACSSU111)
- considering the reasons for classifying such as identification and communication
- grouping a variety of organisms on the basis of similarities and differences in particular features
- considering how biological classifications have changed over time
- classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species
- Science 7: Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
- using food chains to show feeding relationships in a habitat
- constructing and interpreting food webs to show relationships between organisms in an environment
- investigating the effect of human activity on local habitats, such as deforestation, agriculture or the introduction of new species
- exploring how living things can cause changes to their environment and impact other living things, such as the effect of cane toads
- researching specific examples of human activity, such as the effects of palm oil production in Sumatra and Borneo
- Science 7: Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
- recognising the differences between pure substances and mixtures and identifying examples of each
- investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
- exploring and comparing separation methods used in the home
- Science 7: Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
- investigating natural phenomena such as lunar and solar eclipses, seasons and phases of the moon
- comparing times for the rotation of Earth, the sun and moon, and comparing the times for the orbits of Earth and the moon
- modelling the relative movements of the Earth, sun and moon and how natural phenomena such as solar and lunar eclipses and phases of the moon occur
- explaining why different regions of the Earth experience different seasonal conditions
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- considering timescales for regeneration of resources
- comparing renewable and non-renewable energy sources, including how they are used in a range of situations
- exploring how human management of water impacts on the water cycle
- Science 7: Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object (ACSSU117)
- investigating the effects of applying different forces to familiar objects
- investigating common situations where forces are balanced, such as stationary objects, and unbalanced, such as falling objects
- investigating a simple machine such as lever or pulley system
- Science 7: Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE119)
- investigating how advances in telescopes and space probes have provided new evidence about space
- researching different ideas used in the development of models of the solar system developed by scientists such as Copernicus, Khayyám and Galileo
- researching developments in the understanding of astronomy, such as the predictions of eclipses and the calculation of the length of the solar year by Al‑Battani in the tenth century
- Science 7: Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
- considering how water use and management relies on knowledge from different areas of science, and involves the application of technology
- identifying the contributions of Australian scientists to the study of human impact on environments and to local environmental management projects
- Science 7: Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)
- relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
- considering issues relating to the use and management of water within a community
- considering decisions made in relation to the recycling of greywater and blackwater
- considering how human activity in the community can have positive and negative effects on the sustainability of ecosystems
- investigating ways to control the spread of the cane toad
- Science 7: People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
- investigating everyday applications of physical separation techniques such as filtering, sorting waste materials, reducing pollution, extracting products from plants, separating blood products and cleaning up oil spills
- investigating how advances in science and technology have been applied to the treatment of water in industrial and household systems
- researching the different scientific responses to the rabbit plagues in Australian agricultural areas
- Science 7: Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS126)
- using a digital camera to record observations and compare images using information technologies
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- recognising that the solution of some questions and problems requires consideration of social, cultural, economic or moral aspects rather than or as well as scientific investigation
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- identifying any ethical considerations that may apply to the investigation
- Science 8: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS234)
- deciding whether or not to accept claims based on scientific evidence
- identifying where science has been used to make claims relating to products and practices
- Science 8: Cells are the basic units of living things; they have specialised structures and functions (ACSSU149)
- distinguishing plant cells from animal or fungal cells
- recognising that cells reproduce via cell division
- Science 8: Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)
- identifying the organs and overall function of a system of a multicellular organism in supporting the life processes
- describing the structure of each organ in a system and relating its function to the overall function of the system
- examining the specialised cells and tissues involved in structure and function of particular organs
- comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and mammals
- comparing reproductive systems of organisms
- Science 8: Properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)
- modelling the arrangement of particles in solids, liquids and gases
- using the particle model to explain observed phenomena linking the energy of particles to temperature changes
- Science 8: Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)
- modelling the arrangement of particles in elements and compounds
- Science 8: Chemical change involves substances reacting to form new substances (ACSSU225)
- identifying the differences between chemical and physical changes
- identifying evidence that a chemical change has taken place
- recognising that the chemical properties of a substance, for example its flammability and ability to corrode, will affect its use
- Science 8: Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within Earth over a variety of timescales (ACSSU153)
- identifying a range of common rock types using a key based on observable physical and chemical properties
- considering the role of forces and energy in the formation of different types of rocks and minerals
- recognising that some rocks and minerals, such as ores, provide valuable resources
- Science 8: Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems (ACSSU155)
- investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature
- recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
- using flow diagrams to illustrate changes between different forms of energy
- Science 8: Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134)
- investigating developments in the understanding of cells and how this knowledge has impacted on areas such as health and medicine
- discovering how people’s understanding of the nature of matter has changed over time as evidence for particle theory has become available through developments in technology
- considering how the idea of elements has developed over time as knowledge of the nature of matter has improved
- investigating the development of the microscope and the impact it has had on the understanding of cell functions and division
- Science 8: Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)
- investigating how knowledge of the location and extraction of mineral resources relies on expertise from across the disciplines of science
- considering how advances in technology, combined with scientific understanding of the functioning of body systems, has enabled medical science to replace or repair organs
- researching the use of reproductive technologies and how developments in this field rely on scientific knowledge from different areas of science
- Science 8: Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE135)
- investigating requirements and the design of systems for collecting and recycling household waste
- investigating strategies implemented to maintain part of the local environment, such as bushland, a beach, a lake, a desert or a shoreline
- investigating how energy efficiency can reduce energy consumption
- investigating the development of vehicles over time, including the application of science to contemporary designs of solar-powered vehicles
- discussing ethical issues that arise from organ transplantation
- Science 8: People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
- describing how technologies have been applied to modern farming techniques to improve yields and sustainability
- describing the impact of plant cloning techniques (asexual production) in agriculture such as horticulture, fruit production and vineyards
- investigating the role of science in the development of technology important to the economies and communities of the Asia–Pacific regions, for example car manufacture, earthquake prediction and electronic optics
- recognising the role of knowledge of the environment and ecosystems in a number of occupations
- considering how engineers improve energy efficiency of a range of processes
- recognising the role of knowledge of cells and cell divisions in the area of disease treatment and control
- investigating how scientists have created new materials such as synthetic fibres, heat-resistant plastics and pharmaceuticals
- Science 8: Measure and control variables, select equipment appropriate to the task and collect data with accuracy (ACSIS141)
- identifying and explaining the differences between controlled, dependent and independent variables
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)
- applying a process approach to respond to an issue or challenge (for example, conducting an analysis using processes such as a SWOT analysis; developing a plan of action that incorporates a consultation process that ensures a range of views are heard and people are given opportunities to respond)
- HASS 7: The theory that people moved out of Africa around 60 000 BC (BCE) and migrated to other parts of the world, including Australia
(ACHASSK164)
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts*
- HASS 7: The evidence for the emergence and establishment of ancient societies (including art, iconography, writing tools and pottery)
(ACHASSK165)
- exploring an early example of art (for example, the 17 000 BCE great bull paintings from the Lascaux Cave in France) and discussing why they might have been painted
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts Use language to interact with others*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: Key features of ancient societies (farming, trade, social classes, religion, rule of law)
(ACHASSK166)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- identifying the major civilisations of the ancient world (namely Egypt, Mesopotamia, Persia, Greece, Rome, India, China and the Maya); where and when they existed, and the evidence for contact between them
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Executive, the houses of parliament and the division of powers
(ACHASSK193)
- identifying the principles of representative and responsible government that underpin the Australian Constitution
- identifying the composition of the Legislature (the Queen, represented by the Governor-General, and the Senate and the House of Representatives), Executive (the Queen, represented by the Governor-General, Prime Minister and ministers) and Judiciary (the High Court and other federal courts)
- describing the role of the Governor-General and the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
- exploring the concept of the separation of powers between the Legislature, Executive and Judiciary and how it seeks to prevent the excessive concentration of power
- discussing how ministers are subject to the scrutiny of other Members of the Parliament led by an officially recognised opposition
- using an issue (for example, sustainable water management, education or health) to explore the division of powers between state/territory and federal levels of government, and identifying the way that conflicts between state laws and Commonwealth laws are resolved
- HASS 7: The process for constitutional change through a referendum
(ACHASSK194)
- describing the process by which referendums to change the Australian Constitution are initiated and decided
- exploring examples of attempts to change the Australian Constitution by referendum (for example, the successful vote on the
- discussing the advantages and disadvantages of having a Constitution that can only be amended by referendum
- HASS 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHASSK196)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources
- appreciating the cultural and historical foundations of Australia’s Christian heritage
- exploring the diversity of spiritualties among Aboriginal and Torres Strait Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- HASS 7: Characteristics of entrepreneurs and successful businesses (ACHASSK201)
- investigating well-known or familiar successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity; establishing a shared vision; demonstrating initiative, innovation and enterprise)
- observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)
- Dance 7-8: Practise and refine technical skills in style-specific techniques (ACADAM015)
- Considering viewpoints – cultures: For example – What is the cultural context in which this dance was developed, or in which it is viewed, and what does it signify? What are the stylistic differences in hip hop performances from different countries including Asia, Europe and the USA?
- analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
- analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, and video or audio recording, securing permission where appropriate
- reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance
- responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary, musical theatre and hip hop (including Asian examples)
- using evaluation and rehearsal strategies to enhance confidence, clarity of movement, projection, focus and musicality in performance
- linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- Considering viewpoints – evaluations: For example – How successful was the choreographer in expressing his/her stated intent clearly to the audience? How well did the dancers use expressive skills in the performance?
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
- Considering viewpoints – evaluations: For example – How successful was the director in expressing the intent clearly to the audience? How well did the performers create role or character and use expressive skills?
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- performing roles using conventions relevant to the performance style
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- performing the role within the underlying dramatic structure
- Media 7-8: Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
- promoting a school event through different media and online formats, making decisions about time, technological access, and ethical and economic constraints
- distributing a media artwork designed to engage a specific audience and using appropriate rights and permissions to upload to the internet, for example, distributing a music video they have made
- justifying their choices for distribution of media artworks for a particular audience
- understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people
- Considering viewpoints – societies and cultures: For example – What features have been omitted or exaggerated in a stereotype? What are the differences between the private sector and the public sector television programming?
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- Considering viewpoints – societies, cultures and histories: For example – What is the social context of this piece and for whom would it be performed? What is the cultural context of this piece and what does it signify? What instruments and other features of the music indicate it is from a particular time and place?
- considering and investigating techniques for stylistic features when rehearsing
- practising interpretation of notation in a range of known and unknown repertoire
- Music 7-8: Perform and present a range of music, using techniques and expression appropriate to style
(ACAMUM096)
- using the features and performance practices to interpret a specific musical style
- Considering viewpoints – forms and elements: For example – How have the elements of music and instruments been used in this piece? What composition devices were used in your piece?
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- developing technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
- identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- analysing the credibility of health messages conveyed by different sources in terms of bias, reliability and validity and applying credible information to health-related decisions
- proposing ways to support others who are going through a challenging time
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- examining scenarios to highlight how emotions, dispositions and decision-making can affect outcomes
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- travelling, marking and intercepting to achieve and retain possession
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- HPE 7-8: Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
- adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
- reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
- Hist 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)
- investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
- explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
- Hist 7: Sequence historical events, developments and periods (ACHHS205)
- identifying the approximate beginning and end dates of ancient societies and the periods of time when they coexisted
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 7: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)
- creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
- Hist 8: Sequence historical events, developments and periods (ACHHS148)
- placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
- Hist 8: Use historical terms and concepts (ACHHS149)
- understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
- Hist 8: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
- creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
- Geo 7: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world
- Geo 8: Different types of landscapes and their distinctive landform features (ACHGK048)
- identifying different types of landscapes (for example, coastal, riverine, arid, mountain and karst) and describing examples from around the world, including Antarctica
- identifying some iconic landscapes in Australia and the world, and describing what makes them iconic
- describing some of the different types of landforms within a landscape
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- describing the influence of folding, faulting or volcanism on a chosen landform
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- Geo 8: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
- creating a map showing geomorphological features by using data from Geoscience Australia, or demographic statistics from census data, using a spatial technologies application
- using the Global Positioning System (GPS) to make a map of the features of a landform
- C&C 7: The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Executive, the Houses of Parliament, and the division of powers
(ACHCK048)
- exploring the concept of the separation of powers between the legislature, executive and judiciary and how it seeks to prevent the excessive concentration of power
- using an issue such as water management, education or health to explore the division of powers between state/territory and federal levels of government and identifying the way that conflicts between state laws and Commonwealth laws are resolved
- describing the role of the Governor-General, the different roles of the House of Representatives and the Senate, the Prime Minister, ministers or the Cabinet and courts
- C&C 7: The process for constitutional change through a referendum
(ACHCK049)
- describing the process by which referendums to change the Australian Constitution are initiated and decided
- exploring examples of attempts to change the Australian Constitution by referendum (for example, the successful vote on the Constitution Alteration (Aboriginals) 1967 or the unsuccessful vote on the Constitution Alteration (Establishment of Republic) 1999)
- C&C 8: The freedoms that enable active participation in Australia’s democracy within the bounds of law, including freedom of speech, association, assembly, religion and movement (ACHCK061)
- explaining how each freedom supports active participation in Australia’s democracy
- discussing how and why ‘the bounds of law’ can limit these freedoms
- considering the circumstances that can lead to dissent in a democracy
- C&C 8: The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law
(ACHCK064)
- explaining the difference between criminal law and civil law
- considering the significance of customary law for Aboriginal and Torres Strait Islander Peoples
- C&C 8: The values and beliefs of religions practised in contemporary Australia, including Christianity (ACHCK065)
- identifying Christian traditions that have influenced the development of Australian society, democracy and law
- identifying the values and beliefs of religions practised in contemporary Australia (for example, Christianity, Judaism, Buddhism, Islam, Hinduism)
- E&B 7: Characteristics of entrepreneurs and successful businesses (ACHEK019)
- investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and enterprise)
- observing local businesses to identify factors that contribute to their success (for example, location, quality of service, a high-quality product, sound management practices)
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- distinguishing the difference between rights and responsibilities and creating a list of the rights and responsibilities of consumers and businesses
- investigating the ways the rights of consumers are protected through the law (for example, warranties, cooling off periods)
- identifying examples of how businesses are required by government to protect the safety of consumers (for example, mandatory and voluntary standards, product safety recalls)
Level 6: critically analyse independently sourced information to determine bias and reliability
Content descriptions
- English 9: Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- English 9: Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
- English 9: Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
- identifying and analysing aspects of rhetoric in speeches drawn from contemporary and earlier contexts and students creating speeches of their own
- English 9: Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
- investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups
- English 9: Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
- reviewing historical fiction or nonfiction written by and about the peoples of Asia
- analysing literary texts created by and about Aboriginal and Torres Strait Islander peoples (including documentaries, picture books, print texts and other multimodal texts) and also texts including film produced by and about peoples of Asian background, and considering the different ways these texts represent people, places, things and issues
- English 9: Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text
(ACELT1771)
- interrogating and making judgements about a text, comparing others’ ideas against the student’s own and reaching an independent decision or shared consensus about the interpretations and ideas expressed
- English 9: Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context
(ACELT1634)
- reflecting on and discussing responses to literature including plot events, setting details, characterisation, themes, structure and language devices used to achieve particular effects, and collaboratively formulating a list of factors that characterise merit
- discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
- exploring the ways that context has shaped the representation of particular cultures, such as through the analysis of differing viewpoints in texts about different cultures or by comparing the ways texts from different periods reveal differences in viewpoints (for example differences in the portrayal of migrants in traditional and more contemporary literature)
- English 9: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
- English 9: Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
- comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
- examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- identifying examples of language devices in a range of poems, ballads or poetic extracts, and considering how their use adds to meaning and may also influence the emotional responses of listeners or readers, in varying ways
- exploring how language devices look or sound in written or spoken texts, how they can be identified, purposes they serve and what effect they might have on how the audience responds
- taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work
- English 9: Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
- evaluating the effect on readers of text structures and language features of a literary text and comparing these with other texts
- by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end
- English 9: Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- reflecting on the notion that all texts build on a body of prior texts in a culture
- analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
- identifying and commenting on omissions of information in different texts
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- choosing vocabulary, spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification to meet the perceived audience needs
- selecting voice effects such as tone, volume, pitch and pace for their specific effects, such as putting forward a point of view or attempting to persuade an audience to a course of action
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- evaluating techniques used to construct plot and create emotional responses such as comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue
- identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified points with examples
- English 9: Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
- English 9: Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- presenting arguments that advance opinions, justify positions, and make judgements in order to persuade others about issues such the importance of maintaining balance in the biosphere
- creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
- creating informative and argumentative texts with explanations, details and evidence
- following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 9: Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- considering how nominalisation affects the way in which events are constructed and explained, making some information more explicit and other information less so
- analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during his life (concession), Keats’ reputation grew substantially after his death’)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
- imaginatively adapting texts from an earlier time or different social context for a new audience
- exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- determining, through debate, whether a text possesses universal qualities and remains relevant
- presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
- reflecting upon and asking questions about interpretations of texts relevant to a student’s cultural background
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text
(ACELT1642)
- looking at a range of short poems, a short story, or extracts from a novel or film to find and discuss examples of how language devices layer meaning and influence the responses of listeners, viewers or readers
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- writing or speaking about how effectively the author constructed the text and engaged and sustained the reader’s/viewer’s/listener’s personal interest
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- reflect on the authors who have influenced students’ own aesthetic style and evaluate their impact
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
(ACELT1815)
- creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
- using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- considering ethical positions across more than one culture as represented in text and consider the similarities and differences
- questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
- identifying and explaining satirical events, including events in other cultures, for example depictions in political cartoons
- identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
- analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
- selecting subject matter and language to position readers to accept representations of people, events, ideas and information
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, activating prior knowledge to assess the credibility of a speaker’s assertions, and summarising alternative views on an issue
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language devices such as evaluative language, cause and effect, anecdotes and humour for particular effects
- English 10: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- skim reading sections of a persuasive text to identify the main contention, key arguments in linked paragraphs and supporting evidence in order to locate points for building rebuttal or counter argument
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- assessing the impact of hyperlinked text in a website’s navigation
- using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
- English 10: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- exploring models of sustained texts created for persuasive purposes about a challenging or complex issue from other cultures, including Asia
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- reflecting on, critiquing and refining students’ own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- designing a webpage that combines navigation, text, sound and moving and still images for a specific audience
- Maths 9: Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
- identifying direct proportion in real-life contexts
- Maths 9: Solve problems involving simple interest
(ACMNA211)
- understanding that financial decisions can be assisted by mathematical calculations
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra
- Maths 9: Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
- Maths 9: Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
- analysing nets of cylinders to establish formulas for surface area
- connecting the volume and capacity of a cylinder to solve authentic problems
- Maths 9: Solve problems involving the surface area and volume of right prisms (ACMMG218)
- solving practical problems involving surface area and volume of right prisms
- Maths 9: Solve problems using ratio and scale factors in similar figures (ACMMG221)
- establishing the relationship between areas of similar figures and the ratio of corresponding sides (scale factor)
- Maths 9: Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
- investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste
- Maths 9: Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)
- comparing the annual rainfall in various parts of Australia, Pakistan, New Guinea and Malaysia
- Maths 9: Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)
- comparing means, medians and ranges of two sets of numerical data which have been displayed using histograms, dot plots, or stem and leaf plots
- Maths 10: Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
- expressing the sum and difference of algebraic fractions with a common denominator
- Maths 10: Solve simple quadratic equations using a range of strategies (ACMNA241)
- using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula and choosing two integers with the required product and sum
- Maths 10: Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)
- recognising that an event can be dependent on another event and that this will affect the way its probability is calculated
- Maths 10: Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)
- investigating data in different ways to make comparisons and draw conclusions
- Maths 10: Use scatter plots to investigate and comment on relationships between two numerical variables (ACMSP251)
- using authentic data to construct scatter plots, make comparisons and draw conclusions
- Maths 10: Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)
- investigating biodiversity changes in Australia since European occupation
- constructing and interpreting data displays representing bivariate data over time
- Maths 10: Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data
(ACMSP253)
- investigating the use of statistics in reports regarding the growth of Australia’s trade with other countries of the Asia region
- evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole
- Maths 10A: Investigate reports of studies in digital media and elsewhere for information on their planning and implementation (ACMSP277)
- evaluating the appropriateness of sampling methods in reports where statements about a population are based on a sample
- evaluating whether graphs in a report could mislead, and whether graphs and numerical information support the claims
- Maths 10A: Calculate and interpret the mean and standard deviation of data and use these to compare data sets (ACMSP278)
- using the standard deviation to describe the spread of a set of data
- using the mean and standard deviation to compare numerical data sets
- Maths 10A: Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279)
- investigating different techniques for finding a ‘line of best fit’
- Science 9: Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
- using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
- describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population
- designing and constructing appropriate graphs to represent data and analysing graphs for trends and patterns
- Science 10: Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
- using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data
- describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population, acknowledging uncertainties and the effects of outliers
- exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
- exploring use of elements of dance in different dance styles, including those from other cultures and times, as a stimulus for improvisation
- developing a personal movement vocabulary by combining elements of dance with finding new ways of moving, and establishing a personal style
- investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences
- Considering viewpoints – meanings and interpretations: For example – What meanings are intended by the choreographer?
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- improvising with the elements of dance and analysing movement choices to reflect their individuality and to clarify their choreographic intent
- Considering viewpoints – forms and elements: For example – How have the elements of space and dynamics been manipulated in your work to convey your ideas?
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- considering the feedback received from others to develop objective self-evaluation skills and assess if they have been successful in conveying their choreographic intent
- recognising personal capabilities and identifying next steps needed to improve and refine choreographing and performing
- responding to other students’ dances to provide feedback
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Dance 9-10: Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
- investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
- Considering viewpoints – histories: For example – What historical influences have impacted on this dance?
- considering how global trends in dance influence the development of dance in Australia
- identifying the impact of media and social and technological changes on dance practice, for example, interactions between kinaesthetic and visual aspects of dance in forms that incorporate digital components
- investigating the practices and traditions in dance and how people are influenced by their histories, societies, cultures and environments
- exploring dance from different viewpoints, for example, analysing philosophies and ideologies that inform dance making in various societies and cultures
- Considering viewpoints – philosophies and ideologies: For example – What political statement is this dance work making?
- identifying how research and new ideas might enhance their own creating and performing practices
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
- exploring the implied or underlying aspects of character and dramatic action
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Considering viewpoints – contexts: For example – How does the drama relate to its social context in which it was created? What culturally symbolic movements are evident in this drama? What historical influences have impacted on this drama? How are global trends in drama influencing Australian drama?
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- identifying and describing the actor–audience relationship in different dramatic contexts, forms and styles
- linking conventions from different forms and styles with purposes, origins and contexts
- Considering viewpoints – evaluations: For example – How successful were the actors and director in conveying the playwright’s stated intent? How successfully have the design elements been incorporated into the drama?
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?
- experimenting with images, sounds and text to develop representations of current social issues
- exploring the communication of cultural and social values in Australian music videos, such as those by Aboriginal and Torres Strait Islander artists, for consideration in their own work
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- Considering viewpoints – societies and cultures: For example – What social or cultural issue can I represent in my computer game?
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
- comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
- deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of media artworks
- research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
- explore the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
- identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- using aural skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
- improvising with instrumentation, dynamics and expressive techniques to develop the texture of a composition
- experimenting with layering of sound to develop a personal style in improvisation and composition
- applying an aural understanding of key and tonality when improvising and composing
- exploring use of elements of music in different music styles, including those from other cultures and times, as a stimulus for improvisation
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- Considering viewpoints – meanings and interpretations: For example – How do changes in instrumentation and orchestration affect the interpretation of this piece?
- creating symbols and using varied traditional and invented notation and technology to communicate how they used the elements of music in composition
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- planning, recording and communicating ideas in different musical styles, including Australian music by Aboriginal and Torres Strait Islander artists, using specialised notation and terminology
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- Considering viewpoints – psychology: For example – How does music used in games or film influence and stimulate an emotional response in an audience?
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles
- listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music
- comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- Considering viewpoints – societies: For example – How is this piece typical of the social context in which it was created? cultures: How are the elements of music used in this piece to convey a cultural identity? histories: What historical forces and influences are evident in this work?
- evaluating the use of the elements of music when listening to and interpreting music
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- discussing the influence of music on the development of personal and cultural identity
- Considering viewpoints – critical theories: For example – How has the rise of technology changed the nature of music? How has technology impacted on audiences, the music industry and the way we consume music?
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- developing representations by combining and adapting materials, techniques, technologies and art making processes
- exploring and applying ideas inspired by the style of other artists in their own artworks
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- Considering viewpoints – societies and cultures: For example – Can you understand and explain why the artist has developed their representation in this way? How can you represent homelessness in a way that is globally recognised?
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- Considering viewpoints – psychology: For example – Why and how do you feel empathy for the character? How far could you reduce your work without losing meaning?
- using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- Considering viewpoints – forms: For example – If it was made from different material or be produced in a different form, would the meaning of the artwork change?
- applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- Considering viewpoints – philosophies and ideologies: For example – How does this artwork change your opinion on this issue? What art theory would you use to analyse this work?
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- Considering viewpoints – institutions: For example – Who sponsored this work? If you were commissioned to make an artwork for a commercial business, what would you want to know in order to produce what they want? Would you compromise your beliefs to complete a commissioned artwork?
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- Considering viewpoints – societies and cultures: For example Identify different viewpoints in these two interpretations of an historical event. How would you use symbolic images or objects to pass on advice about the environment to your future children?
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- Considering viewpoints – evaluations: For example – Who would you like to judge the success of your artwork? Why?
- working individually and/or collaboratively with others to test and document audience reactions to selected artworks, for example, a selection of artworks that represent different aspects of persuasion
- Considering viewpoints – meanings and interpretations: For example – Has the artist used visual metaphors to express meaning and persuasion? What metaphor/s could you use to express your ideas about persuasion?
- investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- analysing the role of visual arts as a means of challenging prevailing issues of traditional and contemporary relevance, for example, the availability of resources for future generations
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- Considering viewpoints – critical theories: For example – Do you agree with the artist’s point of view? Give reasons for your view.
- considering the responsibilities of visual arts practitioners when making commentaries about social, environmental and sustainability issues
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
- considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
- explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- considering how creativity, innovation and enterprise contribute to how products, services and environments evolve, for example how designers use biomimicry, the ways plant and animal adaptations can be copied to solve human challenges, such as the Japanese building Sendai Mediatheque based on seaweed-like tubes
- exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
- explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park
- predicting the impact of emerging technologies for preferred futures
- constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
- recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites
- examining and explaining the interaction between material properties and function of a common system, such as car brakes
- analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
- calculating forces, reactions and loads in structures
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
- investigating the interdependence of plants and animals in food and fibre production
- examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
- taking account of animal welfare considerations in food and fibre production enterprises
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices
- determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food service
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- critiquing the design of an existing product to identify environmental consequences of material selection
- justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet
- critiquing product manufacturing processes in relation to society, ethics, and sustainability factors, for example a mechanised entertainment system; an interactive multimedia product to teach a concept to a student in a country in Asia
- critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility
- critiquing environments in relation to preferred futures in relation to society, ethics and sustainability practices, for example the refurbishment of a local playground; the re-design of a local wetland
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- considering the needs of community groups to identify rich design tasks
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- re-imagining designs to feature emerging technologies
- considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- explaining safe working practices required for a specific classroom design project for individual or community use
- modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- producing, explaining and interpreting drawings; and planning production timelines using digital technologies
- creating production flowcharts using digital technologies to ensure efficient, safe and sustainable sequences
- establishing materials and equipment needs using digital technologies such as spreadsheets
- collaborating to develop production plans for equitable distribution of work
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- explaining how an operating system manages the relationship between hardware, applications and system software
- comparing the similarities and differences of two common operating systems
- identifying how changes to the configuration of an operating system change the operation of hardware and software components in a networked digital system
- explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer
- investigating the operation and use of robotic process control systems
- explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- explaining how simple compression schemes reduce the size of repetitive data, for example how run length encoding reduces the size of images
- explaining the difference between lossy and lossless compression, for example the difference between JPEG and PNG images
- explaining codecs for audio-visual compression, for example common codecs for video formats
- generating a layout or report in a database or applying a style sheet to a web page
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- developing strategies and techniques for capturing accurate and usable qualitative and quantitative data of different formats, for example using text entry for open-ended questions to acquire qualitative data; using radio buttons or checkboxes for closed questions to acquire quantitative data
- identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam systems
- developing strategies to ensure the privacy and security of survey data, for example using numbers rather than names as identifiers; password protecting files to reduce risks of modifying data and using CAPTCHA™ to confirm human responses
- extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
- simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
- documenting the attributes of complex objects and processes using a data dictionary
- interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- recognising that different algorithms can solve a problem with different trade-offs
- tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- coding separate modules that perform discrete functions but collectively meet the needs of the solution
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- considering different algorithms and selecting the most appropriate based on the type of problem, for example choosing appropriate algorithms for particular problems
- selecting different types of data structures such as an array, record and object to model structured data
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- managing and modifying the development of a solution, for example using software to record and monitor project tasks, responsibilities and timeframes and to organise continuous opportunities to review progress with collaborative partners and to conduct regular unit testing
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, abilities, gender, sexuality, food, physical activity, sexual health, drugs and/or risk-taking behaviours
- examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
- analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans
- assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- examining policies and processes for ensuring safe blood practices when participating in physical activities
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- examining local fast-food options, making healthy selections and advocating healthy choices to peers
- exploring external influences on sexuality and sexual health behaviours, and recognising the impact that decisions and actions can have on own and others’ health and wellbeing
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- examining actions to take greater responsibility in relation to their own health
- critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- developing and implementing proposals to enhance the wellbeing of staff and students in the school
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- examining social, cultural and economic factors that influence the health behaviours of people in their community
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- analysing how equitable participation in group activities can influence outcomes in physical activity
- investigating the impact of performance-enhancing drugs on individuals and sporting codes
- Hist 9: the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015)
- Hist 9: The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (ACDSEH017)
- explaining changes in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
- identifying the spread of innovations such as steam power; iron and steel production; transport; and chemicals in Europe, USA and Japan
- identifying factors that led to the Industrial Revolution such as the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire
- Hist 9: The population movements and changing settlement patterns during this period (ACDSEH080)
- examining changes to the population statistics of major cities during this period
- investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
- Hist 9: The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
- describing the impact of steam, gas and electricity on people’s way of life during the Industrial Revolution
- investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
- Hist 9: The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
- describing the impact of factories, mines and cities on the environment, and on population growth and distribution
- outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
- Hist 9: The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019)
- explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
- Hist 9: Reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
- investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
- Hist 9: The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087)
- explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book
- Hist 9: The short and long-term impacts of ONE of these ideas on Australia and the world (ACDSEH088)
- assessing the impact of a key idea in Australia and elsewhere (for example, the effect of increasing nationalist sentiment in Australia in the mid- to late nineteenth century or the effects of Chartism on democracy in Britain or on the Victorian goldfields)
- Hist 9: The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
- mapping the movement of peoples in the transatlantic slave trade or in convict transportation to Australia
- explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
- Hist 9: Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
- investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
- Hist 9: Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
- investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
- describing the impact of this group on the Aboriginal and Torres Strait Islander Peoples of the region
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
- investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
- Hist 9: Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
- identifying aspects of the Asian society under investigation that remained the same or changed during this period, especially as a result of contact with European powers (for example, describing the British Raj and identifying British influences on society (such as the building of roads, an extensive railway network, schools and Christian missions))
- Hist 9: The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism
(ACDSEH142)
- investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
- Hist 9: The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141)
- describing the activities of Christian missionaries in China and the outcomes of the Boxer Rebellion
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
- investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
- Hist 9: Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
- outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, ‘The Mongolian Octopus’)
- Hist 9: Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090)
- identifying the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia
- describing the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’
- Hist 9: Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)
- explaining the factors that contributed to federation and the development of democracy in Australia, including the role of key individuals, defence concerns, the 1890s depression, nationalist ideals and egalitarianism
- examining the key features of and British and Western influences on Australia’s system of government including the Westminster System and Federalism
- investigating the factors that led to the
- Hist 9: Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
- investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
- creating a timeline of major social legislation passed by federal Parliament between 1901 and 1914
- Hist 9: An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
- investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
- Hist 9: The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
- identifying the places where Australians fought, including Fromelles, the Somme, Gallipoli, Sinai and Palestine
- using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
- exploring the experiences of Aboriginal and Torres Strait Islander people during the war
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
- investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
- identifying the groups who opposed conscription (for example, trade unionists, Irish Catholics) and the grounds for their objections
- studying the first and second referenda on conscription, including the division within the Labor Party over this issue
- explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
- investigating the short- and long-term impact of World War I on the role of women in Australia
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
- representing the relationship between events in different times and places using interactive timelines
- placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- developing questions about aspects of the past that require historical argument
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
- Hist 9: Identify and locate relevant sources, using ICT and other methods (ACHHS168)
- locating historical sources from archives, museums and online collections
- Hist 9: Identify the origin, purpose and context of primary and secondary sources
(ACHHS169)
- explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS171)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- investigating the role of human agency in historical events and developments
- analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- recognising that historical interpretations may be provisional
- examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 10: Overview of the causes and course of World War II (ACDSEH024)
- outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
- identifying key events in the European theatre of war (for example, Germany’s invasion of Poland in 1939; the Holocaust 1942–1945; the Russians reaching Berlin in 1945)
- identifying key events in the Asia-Pacific theatre of war (for example, the Japanese attack on Pearl Harbor in 1941; the fall of Singapore in 1942; the American victory at the Battle of Midway in 1942)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
- Hist 10: Experiences of Australians during World War II (such as Prisoners of War (POWs), the Battle of Britain, Kokoda, the Fall of Singapore) (ACDSEH108)
- explaining the significance of Kokoda as the battle that halted the Japanese advance on Port Moresby and helped foster the Anzac legend
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration (ACDSEH023)
- describing the drafting of the Universal Declaration of Human Rights and the contribution of Australia’s HV Evatt
- Hist 10: Background to the struggle of Aboriginal and Torres Strait Islander Peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations (ACDSEH104)
- describing accounts of the past experiences of Aboriginal and Torres Strait Islander people who were forcibly removed from their families
- Hist 10: The significance of the following for the civil rights of Aboriginal and Torres Strait Islander Peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology (ACDSEH106)
- describing the aims, tactics and outcomes of a particular event in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- identifying areas (for example, education, health, work) that are the focus for continued civil rights action for Aboriginal and Torres Strait Islander Peoples
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: The nature of popular culture in Australia at the end of World War II, including music, film and sport (ACDSEH027)
- identifying sports that were popular in Australia such as football, horse racing, cricket
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- Hist 10: Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) (ACDSEH122)
- identifying American and Asian influences on Australian popular culture since World War II (for example, through mainstream and Hollywood and Bollywood films)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149)
- describing significant examples of continuity and change in beliefs and values, such as democratic ideals, religious beliefs, egalitarianism
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)
- describing the main features of a government policy that affected migration to Australia, such as the
- explaining the reasons for changes in government policy (for example, the influence of White Australia ideology at the time of the introduction of the
- Hist 10: The impact of at least ONE world event or development and its significance for Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146)
- describing the impact of the Vietnam war on Vietnam and how the communist victory in Vietnam (1975) resulted in the arrival of refugees into Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028)
- outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: The growth and influence of the environment movement within Australia and overseas, and developments in ideas about the environment including the concept of ‘sustainability’ (ACDSEH126)
- recognising the historic impact of the pictures of Earth taken during the Apollo 8 mission and how they influenced people’s view of the world
- explaining the significance of ideas about the environment (for example, Gaia – the interaction of Earth and its biosphere; limits of growth – that unlimited growth is unsustainable; sustainability – that biological systems need to remain diverse and productive over time; and rights of nature – recognition that humans and their natural environment are closely interrelated)
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- explaining the struggle over French nuclear weapon testing in the Pacific 1966–1996 (for example, the sinking of the ship, the Rainbow Warrior, in 1985)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- explaining the responses of governments and organisations to environmental threats (for example, New Zealand’s anti-nuclear policy, the United States’ Comprehensive Environmental Response, Compensation and Liability Act 1980 (CERCLA), Australia’s first Great Barrier Reef Outlook Report (2009)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
- using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- developing questions about aspects of the past that require historical argument
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Hist 10: Identify and locate relevant sources, using ICT and other methods (ACHHS186)
- locating sources for recording oral histories (for example, Vietnam War veterans, recent migrants)
- recognising the role of ICT in providing access to sources and the need to ask relevant questions of those sources (for example, a Google search for ‘significance of Kokoda’)
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- using data from immigration records and processing them using ICT to identify historical trends over time
- explaining the context of a source such as the
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
- explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Geo 9: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
- identifying and describing the major aquatic and terrestrial biomes of Australia and the world, and their spatial distribution
- examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- identifying the biomes in Australia and overseas that produce some of the foods and plant material people consume
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- identifying the differences between natural and agricultural ecosystems in flows of nutrients and water, and in biodiversity
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- evaluating the ways that agricultural innovations have changed some of the environmental limitations on and impacts of food production in Australia
- Geo 9: Challenges to food production, including land and water degradation, shortage of fresh water, competing land uses, and climate change, for Australia and other areas of the world (ACHGK063)
- exploring environmental challenges to food production from land degradation (soil erosion, salinity, desertification), industrial pollution, water scarcity and climate change
- identifying the impacts on food production from competing land uses (for example, sacred sites, urban and industrial uses, mining, production of food crops for biofuels, production of food crops for livestock, and recreation (such as golf courses))
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
- researching the potential of agricultural production in northern Australia
- Geo 9: The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
- comparing students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous and non-Indigenous peoples, and reflecting on the differences
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- examining how information and communication technologies have made it possible for places (for example, in India and the Philippines) to provide a range of global business services
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- examining tourism, students and retirees as sources of income for some places
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- exploring the environmental impacts of the consumer product on the places that produce the raw materials, make the product, and receive the wastes at the end of its life
- identifying the effects of international trade in consumer products on Australian places
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- discussing the effects of people’s cultural and leisure choices on towns and cities (for example, predicting how changing choices may affect these and other places in the future)
- Geo 9: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions about the importance of food security or types of interconnections)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the connections between people and places)
- using a range of methods including digital technologies to plan and conduct an information search about human alteration to biomes in Australia and another country
- Geo 9: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS064)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, conducting surveys and interviews and experiments, or taking photographs) about challenges to food production or the effects of people’s travel, recreational, cultural or leisure choices on places
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, choropleth maps, weather maps, climate graphs, compound column graphs and population pyramids, scatter plots, tables, satellite images and aerial photographs, reports, census data and the media)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
- developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- constructing a graph to show the relationship between growth in world population and world food production
- comparing maps showing transport networks with survey responses on personal mobility
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to biomes, food production and security, interconnections or spatial change
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- discussing the concept of sustainability in relation to environmental functions
- identifying human-induced environmental changes (for example, water and atmospheric pollution; loss of biodiversity; degradation of land, inland and coastal aquatic environments) and discussing the challenges they pose for sustainability
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- describing the role of people’s environmental world views (for example, human-centred and earth-centred) in producing different attitudes and approaches towards environmental management
- comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
- discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- explaining Aboriginal and Torres Strait Islander models of sustainability that contribute to broader conservation practices
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- examining the interconnections between biophysical processes and human actions that generate environmental change, together with the consequences of these changes
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- discussing the influence of people’s world views on programs for the management of the environmental change being investigated
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- comparing strategies in Australia and another country to manage the environmental change being investigated
- exploring the variety of solutions to similar environmental changes in different places
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- explaining how communities and governments attempt to balance environmental, economic and social criteria in decisions on environmental programs, and the extent to which there can be trade-offs between them
- discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
- debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- examining the United Nations Millennium Development Goals and their relationship to human wellbeing
- identifying trends in human wellbeing in countries over time
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- examining differences in indicators by gender across countries and within selected countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- identifying the trends in gross domestic product (GDP) and GDP per capita over time in the selected country or region and their relationship with trends in measures of wellbeing
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region
(ACHGK079)
- examining spatial data on human wellbeing in India to identify the regions of India with high and low levels of wellbeing, discussing identified patterns and explaining the differences
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different regions in a country of the Asia region
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale
(ACHGK080)
- researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different places in Australia
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- examining a national, state or community program to reduce regional inequalities in wellbeing in a country (for example, India)
- discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
- identifying ways to improve the wellbeing of remote Aboriginal or Torres Strait Islander communities, including ways proposed by the communities
- Geo 10: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
- developing questions of geographical significance about an area of focus in the geographical knowledge and understanding strand (for example, questions related to the causes of environmental change or the extent of variation in global wellbeing)
- planning an investigation of the processes responsible for the geographical phenomenon being studied, at a range of scales (for example, the reasons for and types of variation in human wellbeing in one country)
- planning methods of data collection to answer inquiry questions and evaluating questions for their geographical significance
- using a range of methods including digital technologies to plan and conduct an information search about the causes and consequences of change to environments
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- gathering relevant data from a range of primary sources (for example, from observation and annotated field sketches, conducting surveys, interviews and experiments, or taking photographs) about human-induced environmental changes
- collecting geographical information from secondary sources (for example, topographic maps, thematic maps, choropleth maps, weather maps, climate graphs, compound column graphs and population pyramids, scatter plots, tables, satellite images and aerial photographs, reports, census data and the media)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- developing a table to show the responses to environmental change in a particular environment
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- constructing computer-generated tables, graphs, maps and diagrams to analyse data on human wellbeing
- critically analysing text and images for their meaning and significance
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
- outlining how geographical information systems (GIS) are used in environmental management or in analysing spatial patterns of human wellbeing
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development
- C&C 9: How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
- examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
- discussing how social media is used to influence people’s understanding of issues
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- researching the work of a non-government organisation (NGO), philanthropist, community group or religious group and how and why they contribute to the Australian community
- exploring the concept of ‘the common good’ using examples of how religious groups participate to foster interfaith understanding or social justice
- investigating why a particular group advocates for change (for example, in relation to gender equity)
- exploring the various ways that individuals can contribute to civic life (for example, by volunteering their services to charities and service groups, becoming a Justice of the Peace, making submissions to public enquiries, attending public meetings, serving on local government bodies and providing voluntary help at schools and nursing homes)
- C&C 9: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
- analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness
- investigating a human rights campaign that uses social media and how members of the public have engaged in the issue
- C&C 9: How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
- examining stories of how Australian citizens’ perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
- examining forms of global connectedness such as digital technology, arts, trade, language learning, employment, travel and immigration
- debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- selecting key questions to investigate an aspect of Australia’s political and legal systems (for example, the role of juries)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 9: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
- developing categories for sorting information from surveys about people’s views on political or legal issues
- identifying why some information has greater accuracy and reliability than other information
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- exploring texts for stereotype, over-generalisation and misrepresentation (for example, how cultural groups are represented in the media)
- explaining the assumptions or missing information that may affect the reliability of an opinion about an issue (for example, commentary from a traditional form of media)
- comparing and contrasting the varying policies of different political groups on an issue
- applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead
- C&C 9: Account for different interpretations and points of view (ACHCS085)
- taking on roles for a discussion to explore various points of view about a contemporary political or social issue
- developing an evidence-based argument which recognises different interpretations (for example, about the role of social media in contemporary debates)
- C&C 9: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086)
- recognising that common issues may need to be seen through diverse cultural lenses
- recognising that people will not always agree and using strategies to accommodate difference and accept compromise
- using skills associated with the negotiation process (stating your position clearly, active listening, highlighting strengths, applying reason and logic, identifying common ground)
- C&C 9: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
- considering the most appropriate democratic decision-making processes to reach a consensus, such as achieving an absolute majority
- developing a plan of action using digital technologies that incorporates democratic decision-making processes
- C&C 9: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088)
- using appropriate terms and concepts such as jurisdictions, parliamentary majority and mandate
- using digital technologies to present an evidence-based argument for persuading an audience to a point of view
- C&C 9: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
- considering Australian, regional and global futures and how students might contribute as active and informed citizens
- considering how digital technologies enables them to engage with a global community
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)
- researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
- identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander Peoples
- C&C 10: The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- exploring the concept of ‘cohesive society’ using examples from contemporary events in Australia or in other countries to identify factors that support cohesiveness
- considering threats to Australian democracy and other democracies, such as the influence of vested interests, organised crime, corruption and lawlessness
- identifying the safeguards that protect Australia’s democratic system and society, including shared values and the right to dissent within the bounds of the law
- investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- conducting an opinion poll using information technologies and analysing the results
- referencing a range of sources using an appropriate referencing system
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- developing and using criteria to evaluate the suitability of data in an investigation about Australia’s international involvements
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- identifying the values, motivations and contexts which underpin different interpretations about civics and citizenship topics and issues
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- C&C 10: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
- identifying civics and citizenship topics and issues that may involve dissent, uncertainty or be open to interpretation and debate (for example, international views on whaling and money laundering)
- using skills associated with the negotiation process (seeking to understand other views, applying reason and logic, building on common ground, isolating areas of difficulty, and recording agreements reached)
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue
- using democratic processes to decide on criteria that can be used to evaluate plans for action to addresses a civics and citizenship issue
- C&C 10: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101)
- using appropriate terms and concepts such as conventions, international law, cohesive society and global citizen
- using a range of relevant evidence to persuade an audience to a point of view about how to sustain a resilient democracy
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- considering and identifying the qualities of a citizen in a contemporary, successful democracy
- discussing the implications of living in an interconnected world and what this could mean for active and informed citizenship
- E&B 9: Why and how participants in the global economy are dependent on each other (ACHEK039)
- exploring Australia’s interdependence with other economies and brainstorming the ways that consumers, producers, workers and governments interact with other economies
- locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia (for example, comparative advantage and gains from specialisation and trade)
- examining the implications of participating in an interdependent global economy for consumers, workers, businesses and government (for example, mapping the global supply chain for a product to identify the advantages and disadvantages for participants in the chain)
- investigating the activities of transnational corporations in supply chains and global business activities
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- explaining the role of banks and other deposit-taking institutions (for example, credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business)
- identifying financial risks such as scams and identity theft
- investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds)
- debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
- identifying ways consumers can protect themselves from risks (for example, through setting financial goals, insurances, savings, investments, diversification, scam avoidance and superannuation)
- explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about the financial landscape)
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- identifying the reasons businesses seek to build or create a competitive advantage (for example, to meet the changing demands of a competitive global market and improve their profit margins)
- investigating the different strategies businesses use to create competitive advantage (for example, research and development, offering a lower-cost product, or by implementing efficient internal operations strategies)
- discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses
- exploring emerging techniques businesses can use to gain an advantage, such as blended marketing, open innovation and use of social media
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- generating ideas about possible class or school projects and collaboratively developing a plan to guide the project
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- collecting relevant data and information (for example, researching the current Australian and global financial landscape or ways to manage financial risks and rewards)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- organising the data and information collected into a form that shows the different perspectives around an issue/event (for example, the impact of global events on participants in the Australian economy)
- using data to make predictions about future trends (for example, the way businesses operate in the global economy or trends in Australia’s trade with countries of the Asia region)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- identifying and comparing possible alternatives to address a problem such as how to manage over-indebtedness
- evaluating the costs and benefits of a range of alternatives such as strategies for a business seeking to remain competitive in the global market
- using a range of criteria (social, economic, environmental) to select and justify a preferred option
- E&B 9: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- applying enterprising behaviours to class and everyday activities (for example, by taking on a leadership role in a project, establishing goals that are meaningful and realistic, accepting responsibility)
- applying different strategies for mitigating risks, such as using procedures for safe and secure online banking and shopping (for example, checking bank/credit card statements; using credible, secure websites)
- E&B 9: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- representing data in different forms such as charts, tables and graphs, maps or models to communicate findings
- developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, trade, comparative advantage, globalisation, supply chain, insurance, savings buffer, intrapreneur, competitive advantage, costs, benefits
- E&B 9: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- discussing and reflecting on the outcomes of a decision and identifying those that were intended or unintended
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- defining ‘living standards’ and explaining its relationship to economic performance
- exploring the factors that can explain the variations in economic performance within or between economies (for example, high levels of foreign ownership, employment rates, levels of debt)
- investigating economic performance and living standards and discussing how they can mean different things to different people and countries
- investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
- investigating the ways in which income and wealth are distributed in the economy, using measures such as an income distribution histogram, the Lorenz curve or the Gini coefficient
- E&B 10: The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- describing ways in which businesses can improve productivity (for example, training, capital investment, investment in applications of technology, use of just-in-time inventory systems)
- exploring ways businesses structure their working environment to provide flexible, efficient approaches (for example, horizontal (flat) or vertical (tall) organisational structures)
- exploring the use of technology and the extent to which it has driven and allowed innovative responses by business
- exploring the reasons for triple bottom line business planning and the possible implications for employees, competitors and the broader economy
- identifying ethical and unethical workplace practices and investigating the impact of these practices on individuals
- investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their workforce to improve productivity)
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- collecting data and information from a variety of sources relevant to the issue or event being investigated
- representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)
- determining the source and reliability of data and information and explaining assumptions or missing information in sources that may affect reliability
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- categorising and interpreting data and information collected into a form that shows multiple perspectives around an issue/event
- interpreting a range of measures of economic performance and standards of living to identify differences within and between economies
- explaining relationships identified in data (for example, the relationship between standards of living, infant mortality and access to health services)
- analysing information to make informed choices (for example, when purchasing goods and services)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- deciding on a potential major purchase (for example, a car, investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt)
- examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- evaluating different types of loans to estimate the short- and long-term financial implications of each
- applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)
- using appropriate indicators of economic performance to explain variations across economies
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- using economics and business terms and concepts such as indicators, economic performance, business cycle, organisational structure, workforce management, interest rates
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
- E&B 10: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
- discussing the outcomes of a decision, identifying those that were intended and unintended and reflecting on strategies that may address the unintended consequences
Elaborations only
- English 9: Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
- identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
- investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences
- English 9: Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text
(ACELA1559)
- exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations
- English 10: Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
- investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
- English 10: Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
- identifying language that seeks to align the listener or reader (for example ‘of course’, ‘obviously’, ‘as you can imagine’)
- identifying references to shared assumptions
- identifying appeals to shared cultural knowledge, values and beliefs
- reflecting on experiences of when language includes, distances or marginalises others
- English 10: Understand that people’s evaluations of texts are influenced by their value systems, the context and the purpose and mode of communication (ACELA1565)
- considering whether ethical judgements of good, bad, right or wrong are absolute or relative through consideration of texts with varying points of view and through discussion with others
- interpreting texts by drawing on knowledge of the historical context in which texts were created
- English 10: Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
- understanding who to cite in essays, reviews and academic assignments and when it is appropriate to use direct quotations or to report sources more generally
- Maths 9: Apply index laws to numerical expressions with integer indices
(ACMNA209)
- simplifying and evaluating numerical expressions, using involving both positive and negative integer indices
- Maths 9: Extend and apply the index laws to variables, using positive integer indices and the zero index (ACMNA212)
- understanding that index laws apply to variables as well as numbers
- Maths 9: Apply the distributive law to the expansion of algebraic expressions, including binomials, and collect like terms where appropriate (ACMNA213)
- understanding that the distributive law can be applied to algebraic expressions as well as numbers
- understanding the relationship between expansion and factorisation and identifying algebraic factors in algebraic expressions
- Maths 9: Find the distance between two points located on the Cartesian plane using a range of strategies, including graphing software (ACMNA214)
- investigating graphical and algebraic techniques for finding distance between two points
- Maths 9: Find the midpoint and gradient of a line segment (interval) on the Cartesian plane using a range of strategies, including graphing software (ACMNA294)
- investigating graphical and algebraic techniques for finding midpoint and gradient
- recognising that the gradient of a line is the same as the gradient of any line segment on that line
- Maths 9: Calculate areas of composite shapes (ACMMG216)
- understanding that partitioning composite shapes into rectangles and triangles is a strategy for solving problems involving area
- Maths 9: Investigate very small and very large time scales and intervals (ACMMG219)
- investigating the usefulness of scientific notation in representing very large and very small numbers
- Maths 9: Use the enlargement transformation to explain similarity and develop the conditions for triangles to be similar (ACMMG220)
- establishing the conditions for similarity of two triangles and comparing this to the conditions for congruence
- Maths 9: Investigate Pythagoras’ Theorem and its application to solving simple problems involving right angled triangles (ACMMG222)
- understanding that Pythagoras’ Theorem is a useful tool in determining unknown lengths in right-angled triangles and has widespread applications
- recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers
- Maths 9: Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-angled triangles (ACMMG223)
- developing understanding of the relationship between the corresponding sides of similar right-angled triangles
- Maths 9: Apply trigonometry to solve right-angled triangle problems (ACMMG224)
- understanding the terms ‘adjacent’ and ‘opposite’ sides in a right-angled triangle
- selecting and accurately using the correct trigonometric ratio to find unknown sides (adjacent, opposite and hypotenuse) and angles in right-angled triangles
- Maths 9: List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
- comparing experiments which differ only by being undertaken with replacement or without replacement
- Maths 9: Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms including ‘skewed’, ‘symmetric’ and ‘bi modal’ (ACMSP282)
- using stem-and-leaf plots to compare two like sets of data such as the heights of girls and the heights of boys in a class
- Maths 10: Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)
- working with authentic information, data and interest rates to calculate compound interest and solve related problems
- Maths 10: Factorise algebraic expressions by taking out a common algebraic factor
(ACMNA230)
- understanding the relationship between factorisation and expansion
- Maths 10: Simplify algebraic products and quotients using index laws
(ACMNA231)
- applying knowledge of index laws to algebraic terms, and simplifying algebraic expressions using both positive and negative integral indices
- Maths 10: Expand binomial products and factorise monic quadratic expressions using a variety of strategies (ACMNA233)
- exploring the method of completing the square to factorise quadratic expressions and solve quadratic equations
- identifying and using common factors, including binomial expressions, to factorise algebraic expressions using the technique of grouping in pairs
- Maths 10: Solve problems involving linear equations, including those derived from formulas (ACMNA235)
- representing word problems with simple linear equations and solving them to answer questions
- Maths 10: Solve linear inequalities and graph their solutions on a number line
(ACMNA236)
- representing word problems with simple linear inequalities and solving them to answer questions
- Maths 10: Solve linear simultaneous equations, using algebraic and graphical techniques, including using digital technology (ACMNA237)
- associating the solution of simultaneous equations with the coordinates of the intersection of their corresponding graphs
- Maths 10: Solve problems involving parallel and perpendicular lines (ACMNA238)
- solving problems using the fact that parallel lines have the same gradient and conversely that if two lines have the same gradient then they are parallel
- solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular
- Maths 10: Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)
- applying translations, reflections and stretches to parabolas and circles
- Maths 10: Solve linear equations involving simple algebraic fractions (ACMNA240)
- solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
- representing word problems, including those involving fractions, as equations and solving them to answer the question
- Maths 10: Solve problems involving surface area and volume for a range of prisms, cylinders and composite solids (ACMMG242)
- investigating and determining the volumes and surface areas of composite solids by considering the individual solids from which they are constructed
- Maths 10: Formulate proofs involving congruent triangles and angle properties (ACMMG243)
- applying an understanding of relationships to deduce properties of geometric figures (for example the base angles of an isosceles triangle are equal)
- Maths 10: Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)
- distinguishing between a practical demonstration and a proof (for example demonstrating triangles are congruent by placing them on top of each other, as compared to using congruence tests to establish that triangles are congruent)
- performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.
- communicating a proof using a sequence of logically connected statements
- Maths 10: Solve right-angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)
- applying Pythagoras’ Theorem and trigonometry to problems in surveying and design
- Maths 10: Use the language of ‘if ….then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
- using arrays and tree diagrams to determine probabilities
- Maths 10: Determine quartiles and interquartile range
(ACMSP248)
- finding the five-number summary (minimum and maximum values, median and upper and lower quartiles) and using its graphical representation, the box plot, as tools for both numerically and visually comparing the centre and spread of data sets
- Maths 10: Construct and interpret box plots and use them to compare data sets (ACMSP249)
- understanding that box plots are an efficient and common way of representing and summarising data and can facilitate comparisons between data sets
- using parallel box plots to compare data about the age distribution of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole
- Maths 10A: Define rational and irrational numbers and perform operations with surds and fractional indices
(ACMNA264)
- understanding that the real number system includes irrational numbers
- extending the index laws to rational number indices
- Maths 10A: Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)
- investigating the relationship between exponential and logarithmic expressions
- simplifying expressions using the logarithm laws
- Maths 10A: Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)
- investigating the relationship between algebraic long division and the factor and remainder theorems
- Maths 10A: Solve simple exponential equations (ACMNA270)
- investigating exponential equations derived from authentic mathematical models based on population growth
- Maths 10A: Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)
- applying transformations, including translations, reflections in the axes and stretches to help graph parabolas, rectangular hyperbolas, circles and exponential functions
- Maths 10A: Apply understanding of polynomials to sketch a range of curves and describe the features of these curves from their equation
(ACMNA268)
- investigating the features of graphs of polynomials including axes intercepts and the effect of repeated factors
- Maths 10A: Factorise monic and non-monic quadratic expressions and solve a wide range of quadratic equations derived from a variety of contexts (ACMNA269)
- writing quadratic equations that represent practical problems
- Maths 10A: Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
- using formulas to solve problems
- using authentic situations to apply knowledge and understanding of surface area and volume
- Maths 10A: Prove and apply angle and chord properties of circles (ACMMG272)
- performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
- communicating a proof using a logical sequence of statements
- proving results involving chords of circles
- Maths 10A: Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
- applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design
- Maths 10A: Use the unit circle to define trigonometric functions, and graph them with and without the use of digital technologies (ACMMG274)
- establishing the symmetrical properties of trigonometric functions
- investigating angles of any magnitude
- understanding that trigonometric functions are periodic and that this can be used to describe motion
- Maths 10A: Solve simple trigonometric equations (ACMMG275)
- using periodicity and symmetry to solve equations
- Maths 10A: Apply Pythagoras’ Theorem and trigonometry to solving three-dimensional problems in right-angled triangles (ACMMG276)
- investigating the applications of Pythagoras’ theorem in authentic problems
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- evaluating information from secondary sources as part of the research process
- revising and refining research questions to target specific information and data collection or finding a solution to the specific problem identified
- Science 9: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
- identifying the potential hazards of chemicals or biological materials used in experimental investigations
- combining research using primary and secondary sources with students’ own experimental investigation
- Science 9: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- discussing what is meant by ‘validity’ and how we can evaluate the validity of information in secondary sources
- researching the methods used by scientists in studies reported in the media
- describing how scientific arguments are used to make decisions regarding personal and community issues
- Science 9: Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
- using secondary sources as well as students’ own findings to help explain a scientific concept
- Science 9: Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment
(ACSSU175)
- describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems
- explaining how body systems work together to maintain a functioning body using models, flow diagrams or simulations
- identifying responses using nervous and endocrine systems
- investigating the response of the body to changes as a result of the presence of micro-organisms
- investigating the effects on humans of exposure to electromagnetic radiations such as X-rays and microwaves
- Science 9: Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
- exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and disease
- examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced species
- considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must be replaced to maintain the sustainability of the system
- investigating how ecosystems change as a result of events such as bushfires, drought and flooding
- Science 9: All matter is made of atoms that are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)
- describing and modelling the structure of atoms in terms of the nucleus, protons, neutrons and electrons
- comparing the mass and charge of protons, neutrons and electrons
- Science 9: Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed (ACSSU178)
- modelling chemical reactions in terms of rearrangement of atoms
- describing observed reactions using word equations
- considering the role of energy in chemical reactions
- recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations
- Science 9: Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)
- investigating reactions of acids with metals, bases, and carbonates
- investigating a range of different reactions to classify them as exothermic or endothermic
- recognising the role of oxygen in combustion reactions and comparing combustion with other oxidation reactions
- comparing respiration and photosynthesis and their role in biological processes
- describing how the products of combustion reactions affect the environment
- Science 9: The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)
- modelling sea-floor spreading
- relating the occurrence of earthquakes and volcanic activity to constructive and destructive plate boundaries
- considering the role of heat energy and convection currents in the movement of tectonic plates
- relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history
- Science 9: Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)
- exploring how and why the movement of energy varies according to the medium through which it is transferred
- discussing the wave and particle models and how they are useful for understanding aspects of phenomena
- investigating the transfer of heat in terms of convection, conduction and radiation, and identifying situations in which each occurs
- understanding the processes underlying convection and conduction in terms of the particle model
- investigating factors that affect the transfer of energy through an electric circuit
- exploring the properties of waves, and situations where energy is transferred in the form of waves, such as sound and light
- Science 9: Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
- investigating the historical development of models of the structure of the atom
- investigating how the theory of plate tectonics developed, based on evidence from sea-floor spreading and occurrence of earthquakes and volcanic activity
- considering how ideas about disease transmission have changed from medieval time to the present as knowledge has developed
- investigating the work of scientists such as Ernest Rutherford, Pierre Curie and Marie Curie on radioactivity and subatomic particles
- investigating how models can be used to predict the changes in populations due to environmental changes, such as the impact of flooding or fire on rabbit or kangaroo populations
- Science 9: Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE158)
- considering how common properties of electromagnetic radiation relate to its uses, such as radar, medicine, mobile phone communications and microwave cooking
- investigating technologies involved in the mapping of continental movement
- considering how the development of imaging technologies have improved our understanding of the functions and interactions of body systems
- Science 9: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
- investigating how technologies using electromagnetic radiation are used in medicine, such as in the detection and treatment of cancer
- investigating the use of nanotechnology in medicine, such as the delivery of pharmaceuticals
- describing how science is used in the media to explain a natural event or justify actions
- considering the impact of technological advances developed in Australia, such as the cochlear implant and bionic eye
- considering how communication methods are influenced by new mobile technologies that rely on electromagnetic radiation
- considering the impacts of human activity on an ecosystem from a range of different perspectives
- recognising aspects of science, engineering and technology within careers such as medicine, medical technology, telecommunications, biomechanical engineering, pharmacy and physiology
- Science 9: Values and needs of contemporary society can influence the focus of scientific research
(ACSHE228)
- considering how technologies have been developed to meet the increasing needs for mobile communication
- investigating how scientific and technological advances have been applied to minimising pollution from industry
- considering how choices related to the use of fuels are influenced by environmental considerations
- investigating the work of Australian scientists such as Fiona Wood and Marie Stoner on artificial skin
- considering safe sound levels for humans and implications in the workplace and leisure activities
- investigating contemporary science issues related to living in a Pacific country located near plate boundaries, for example Japan, Indonesia, New Zealand
- Science 10: Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
- evaluating information from secondary sources as part of the research process
- Science 10: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- combining research using primary and secondary sources with a student’s own experimental investigation
- identifying the potential hazards of chemicals or biological materials used in experimental investigations
- identifying safety risks and impacts on animal welfare and ensuring these are effectively managed within the investigation
- Science 10: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS205)
- distinguishing between random and systematic errors and how these can affect investigation results
- Science 10: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- researching the methods used by scientists in studies reported in the media
- describing how scientific arguments, as well as ethical, economic and social arguments, are used to make decisions regarding personal and community issues
- Science 10: Transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184)
- describing the role of DNA as the blueprint for controlling the characteristics of organisms
- using models and diagrams to represent the relationship between DNA, genes and chromosomes
- recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation
- representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family
- predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked
- describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations
- Science 10: The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
(ACSSU185)
- outlining processes involved in natural selection including variation, isolation and selection
- describing biodiversity as a function of evolution
- investigating changes caused by natural selection in a particular population as a result of a specified selection pressure such as artificial selection in breeding for desired characteristics
- relating genetic characteristics to survival and reproductive rates
- evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species
- Science 10: The atomic structure and properties of elements are used to organise them in the Periodic Table
(ACSSU186)
- recognising that elements in the same group of the periodic table have similar properties
- describing the structure of atoms in terms of electron shells
- explaining how the electronic structure of an atom determines its position in the periodic table and its properties
- investigating the chemical activity of metals
- Science 10: Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
- investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
- predicting the products of different types of simple chemical reactions
- using word or symbol equations to represent chemical reactions
- investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
- Science 10: The universe contains features including galaxies, stars and solar systems, and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
- identifying the evidence supporting the Big Bang theory, such as Edwin Hubble’s observations and the detection of microwave radiation
- recognising that the age of the universe can be derived using knowledge of the Big Bang theory
- describing how the evolution of the universe, including the formation of galaxies and stars, has continued since the Big Bang
- Science 10: Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
- investigating how human activity affects global systems
- modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere
- explaining the causes and effects of the greenhouse effect
- investigating the effect of climate change on sea levels and biodiversity
- considering the long-term effects of loss of biodiversity
- investigating currently occurring changes to permafrost and sea ice and the impacts of these changes
- examining the factors that drive the deep ocean currents, their role in regulating global climate, and their effects on marine life
- Science 10: Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
- recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation
- recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not 100% efficient
- comparing energy changes in interactions such as car crashes, pendulums, lifting and dropping
- using models to describe how energy is transferred and transformed within systems
- Science 10: The motion of objects can be described and predicted using the laws of physics (ACSSU229)
- gathering data to analyse everyday motions produced by forces, such as measurements of distance and time, speed, force, mass and acceleration
- recognising that a stationary object, or a moving object with constant motion, has balanced forces acting on it
- using Newton’s Second Law to predict how a force affects the movement of an object
- recognising and applying Newton’s Third Law to describe the effect of interactions between two objects
- Science 10: Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE191)
- considering the role of different sources of evidence including biochemical, anatomical and fossil evidence for evolution by natural selection
- investigating the development of the Watson and Crick double helix model for the structure of DNA
- investigating the history and impact of developments in genetic knowledge
- investigating the development of the periodic table and how this was dependent on experimental evidence at the time
- considering the role of science in identifying and explaining the causes of climate change
- recognising that Australian scientists such as Brian Schmidt and Penny Sackett are involved in the exploration and study of the universe
- Science 10: Advances in scientific understanding often rely on technological advances and are often linked to scientific discoveries (ACSHE192)
- recognising that the development of fast computers has made possible the analysis of DNA sequencing, radio astronomy signals and other data
- considering how computer modelling has improved knowledge and predictability of phenomena such as climate change and atmospheric pollution
- researching examples of major international scientific projects, for example the Large Hadron Collider and the International Space Station
- considering how information technology can be applied to different areas of science such as bioinformatics and the Square Kilometre Array
- Science 10: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
- describing how science is used in the media to explain a natural event or justify people’s actions
- recognising that the study of the universe and the exploration of space involve teams of specialists from the different branches of science, engineering and technology
- considering how the computing requirements in many areas of modern science depend on people working in the area of information technology
- considering the scientific knowledge used in discussions relating to climate change
- investigating the applications of gene technologies such as gene therapy and genetic engineering
- recognising that scientific developments in areas such as sustainable transport and low-emissions electrical generation require people working in a range of fields of science, engineering and technology
- Science 10: Values and needs of contemporary society can influence the focus of scientific research
(ACSHE230)
- investigating technologies associated with the reduction of carbon pollution, such as carbon capture
- considering innovative energy transfer devices, including those used in transport and communication
- investigating the use and control of CFCs based on scientific studies of atmospheric ozone
- recognising that financial backing from governments or commercial organisations is required for scientific developments and that this can determine what research is carried out
- considering the use of genetic testing for decisions such as genetic counselling, embryo selection, identification of carriers of genetic mutations and the use of this information for personal use or by organisation such as insurance companies or medical facilities
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- identifying and analysing dance styles and traditions and applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
- refining technical skills in response to self-reflection to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Considering viewpoints – psychology: For example – What emotion did you feel most strongly as you viewed the dance?
- responding to feedback and using self-evaluation to vary and modify motifs, structure and form
- Dance 9-10: Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
- Considering viewpoints – cultures: For example – What culturally symbolic movements are evident in this dance?
- identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences
- Considering viewpoints – societies: For example – How does the dance relate to the social context in which it was created?
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- exploring, reworking and refining the dramatic action through rehearsal and honing expressive performance skills for effective audience engagement
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- structuring the performance space to convey dramatic meaning and sense of style for an audience
- exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
- Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills and processes to make and communicate meaning? How have design elements been used?
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- Considering viewpoints – elements, materials, skills and processes: For example – How have the elements of drama been used in your work to convey your ideas? How are materials manipulated in this drama? How have the director and performers shaped skills and processes to make and communicate meaning? How have design elements been used?
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- taking part in a range of roles in sustained production work
- Media 9-10: Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style
(ACAMAM075)
- refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
- designing media artworks to communicate with a particular audience, for example, applying genre conventions or refining use of sound and movement
- trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols
- Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- Considering viewpoints – critical theories: For example – What are the social and ethical implications of a viral marketing campaign?
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- organising and curating a school media arts festival or exhibition
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- Considering viewpoints – cultures and histories: For example – How are the elements of music used in this piece to convey a cultural identity? What historical forces and influences are evident in this work?
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- Music 9-10: Perform music applying techniques and expression to interpret the composer’s use of elements of music
(ACAMUM103)
- Considering viewpoints – evaluations: For example – How are these two performances different? Which one was more successful with audiences and why?
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- developing technical proficiency in the resolution of designed, fabricated and constructed artworks, using safe and sustainable practices
- Considering viewpoints – histories: For example – How has the artist appropriated an artwork from another time?
- using innovative thinking as they explore the capabilities of digital and virtual technologies to resolve design and planning problems
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- responding to teacher and peer feedback to enhance performance
- using ICT to record others’ performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: Use historical terms and concepts (ACHHS165)
- discussing the contestability of particular historical terms such as ‘settlement’, ‘invasion’ and ‘colonisation’ in the context of Australia’s history
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- using online conferencing and other forms of ICT to discuss historical questions and issues
- creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
- creating a map to show the relationship between biomes and world food production, using a spatial technologies application
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- creating a map to show measures of environmental change, using a spatial technologies application
- C&C 9: The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
- investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
- discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government
- C&C 9: The process through which government policy is shaped and developed, including the role of Prime Minister and Cabinet (ACHCK103)
- investigating the development and implementation of policy and the role of the public service in Australia, including the role of the Prime Minister and Cabinet in proposing policy and the role of parliament in debating it
- identifying the role of parliament and particularly the opposition in debating policy proposed by the Executive, in authorising the government to spend public money and scrutinising the administrative actions of the government
- C&C 9: The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
- creating a visual representation of the court jurisdictions in Australia
- categorising sample cases in relation to the courts in which they would be heard (for example, cases from criminal, consumer, family, human rights and environmental law)
- describing the role of a particular court (for example, a supreme court, a magistrates court or the Family Court of Australia)
- exploring how court judgements impact on the development of law (for example, the role of precedents)
- C&C 9: The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)
- describing what is meant by each principle and how each works to protect citizens and contribute to a fair society
- examining factors that can undermine the application of the principles of justice (for example, bribery, coercion of witnesses, trial by media and court delays)
- C&C 10: The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090)
- categorising the key features of Australia’s system of government (for example, democratic elections and the separation of powers) and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India or Indonesia
- interviewing people with connections to a country in the Asia region to compare the values they associate with the system of government in that country with those of Australia
- C&C 10: The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations (ACHCK091)
- exploring the types of participation that Australia has in the Asia region and internationally (for example, exchange programs, peacekeeping, election monitoring, health programs, disaster management)
- investigating Australia’s involvement with the United Nations (for example, representation in the organisation and adherence to conventions and declarations that Australia has ratified)
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- examining the jurisdiction of the High Court
- exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- identifying participants in the open Australian economy including household, business, finance, government and foreign sectors
- explaining the objectives of the Australian economy to satisfy needs and wants through the production and distribution of goods and services
- identifying Australia’s major trading partners in the Asia region and the items of trade
- explaining the impact of global events on the Australian economy and its trade and investment relations with other countries (for example, a natural disaster in a country of the Asia region)
- identifying examples of global events that impact on economic activity (for example, environmental, financial, economic, political, technological, social, cultural, sporting events)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- identifying the responsibilities of various participants in a particular workplace (for example, employers, employees, industrial organisations or state, territory and Commonwealth governments)
- examining changes to the roles of employees in the workplace (for example, the increasing encouragement for workers to show initiative or act as intrapreneurs)
- identifying employer responsibilities to workers and the government (for example, superannuation, paid parental leave, income tax, company tax or the Goods and Services Tax (GST))
- discussing the responsibilities of government in improving the conditions of workers (for example, work health and safety, equal employment opportunity, anti-discrimination laws)
- E&B 10: Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
- identifying indicators of economic performance such as economic growth rates, unemployment trends, inflation rates, sustainability indexes
- investigating the performance of the Australian economy using key indicators and explaining fluctuations using phases of the business cycle
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- identifying examples of fiscal and monetary policy options designed to improve the standard of living, such as productivity policy, training and workforce development, taxation, work visas, migration, buying or selling government securities
- identifying examples of government intervention that aim to redistribute income (for example, pensions, youth allowance and job search), and goods and services such as health care and education
- investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum
- explaining the impact of minimum wage, government payments, taxation and government-funded services on living standards
- identifying examples of externalities (that is, costs or benefits associated with the production or consumption of goods and/or services that affect the wellbeing of third parties or society more generally) and exploring the ways governments can influence or regulate these impacts to ensure prices reflect external costs
- E&B 10: Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- identifying and explaining factors that influence major consumer decisions (for example, price, availability and cost of finance, marketing of products, age and gender of consumer, convenience, ethical and environmental considerations)
- evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)
Generating ideas, possibilities and actions
Analysis by subject
| Element | TOTAL | English | Maths | Science | HASS | Hist | Geo | C&C | E&B | Dance | Drama | Media | Music | Visual | DT | D&T | HPE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Imagine possibilities and connect ideas | CDs unelab Elabs orphan | 132 2% 408 63% | 41 5% 46 43% | 13 8% 11 64% | 0 7 100% | 3 49 96% | 4 9 100% | 0 19 100% | 0 2 100% | 0 7 100% | 5 14 64% | 3 20 80% | 9 25 36% | 8 29 31% | 12 19 | 14 54 41% | 6 49 80% | 14 48 73% |
| Consider alternatives | CDs unelab Elabs orphan | 431 4% 1171 43% | 120 10% 192 41% | 47 11% 30 60% | 2 12 100% | 36 21 38% | 31 115 72% | 8 67 82% | 10 32 62% | 17 37 51% | 10 49 45% | 12 54 37% | 16 69 29% | 18 79 19% | 21 80 14% | 29 115 23% | 30 129 26% | 24 90 66% |
| Seek solutions and put ideas into action | CDs unelab Elabs orphan | 295 3% 848 47% | 49 8% 83 52% | 41 12% 32 69% | 16 15 53% | 15 14 14% | 13 31 61% | 10 40 72% | 6 28 75% | 6 18 67% | 4 19 63% | 5 42 76% | 13 44 25% | 8 43 53% | 18 53 11% | 25 109 39% | 27 145 37% | 39 132 48% |
| TOTAL | CDs unelab Elabs orphan | 858 3% 2427 48% | 210 9% 321 44% | 101 11% 73 64% | 18 34 79% | 54 84 68% | 48 155 72% | 18 126 82% | 16 62 69% | 23 62 61% | 19 82 52% | 20 116 59% | 38 138 29% | 34 151 31% | 51 152 11% | 68 278 33% | 63 323 39% | 77 270 58% |
Analysis by level (L1/L2 overlap for subjects with an F-2 band)
| Element | TOTAL | L1 | L2 | L3 | L4 | L5 | L6 | |
|---|---|---|---|---|---|---|---|---|
| Imagine possibilities and connect ideas | CDs unelab Elabs orphan | 132 2% 408 63% | 12 53 49% | 19 75 59% | 23 55 53% | 22 5% 73 67% | 35 99 68% | 31 6% 92 61% |
| Consider alternatives | CDs unelab Elabs orphan | 431 4% 1171 43% | 23 4% 83 58% | 51 2% 126 52% | 50 2% 134 45% | 70 6% 163 33% | 117 3% 359 46% | 132 5% 370 39% |
| Seek solutions and put ideas into action | CDs unelab Elabs orphan | 295 3% 848 47% | 16 6% 90 59% | 30 3% 101 54% | 51 2% 153 39% | 52 4% 156 39% | 71 1% 194 54% | 88 3% 224 47% |
| TOTAL | CDs unelab Elabs orphan | 858 3% 2427 48% | 51 4% 226 56% | 100 2% 302 55% | 124 2% 342 43% | 144 5% 392 42% | 223 2% 652 51% | 251 5% 686 44% |
Imagine possibilities and connect ideas
Level 2: build on what they know to create ideas and possibilities in ways that are new to them
Content descriptions
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
- English 1: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
- English 2: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
- learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures
- English 2: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- creating imaginative reconstructions of stories and poetry using a range of print and digital media
- English 2: Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- Maths 2: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
- classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- exploring fundamental movements safely to improvise dance ideas, for example, running in a race, jumping like a frog, stomping like a giant, rolling like a log, falling like an autumn leaf, floating like a cloud, gliding like a bird
- exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- creating, rehearsing and recording a radio play and seeking permission to share it with another class
- Music F-2: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
- matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
- imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing
- using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
- recording music ideas using technologies and graphic notation
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
- improvising with voices and sound sources to express actions, thoughts and feelings
- recording music using notation and technologies so others can read the notation and listen to the recording
- Visual F-2: Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106)
- trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
- identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
- Visual F-2: Create and display artworks to communicate ideas to an audience (ACAVAM108)
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
- DT F-2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
- playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
- exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data
- exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images
- recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
- constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
- DT F-2: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
Elaborations only
- English 1: Respond to texts drawn from a range of cultures and experiences (ACELY1655)
- using drawing and writing to depict and comment on people and places beyond their immediate experience
- English 1: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- drawing, writing and using digital technologies to capture and communicate favourite characters and events
- English 2: Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
- inventing some speech, dialogue or behaviour of favourite or humorous characters through imagining an alternative event or outcome in the original text
- Maths 2: Identify and describe half and quarter turns (ACMMG046)
- predicting and reproducing a pattern based around half and quarter turns of a shape and sketching the next element in the pattern
- Science 1: People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
- identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals
- Science 2: Different materials can be combined for a particular purpose (ACSSU031)
- suggesting why different parts of everyday objects such as toys and clothes are made from different materials
- Science 2: Earth’s resources are used in a variety of ways (ACSSU032)
- considering what might happen to humans if there were a change in a familiar available resource, such as water
- HASS 1: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
- creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)
- making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) and labelling the display with simple captions
- developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
- HASS 1: Sequence familiar objects and events (ACHASSI021)
- using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
- HASS 1: Explore a point of view
(ACHASSI022)
- comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)
- sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured
- HASS 1: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
- imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
- HASS 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
- using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)
- HASS 1: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
- creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
- retelling stories about life in the past through spoken narratives and the use of pictures, role-plays or photographs
- using terms to denote the sequence of time (for example, ‘then’, ‘now’, ‘yesterday’, ‘today’, ‘past’, ‘present’, ‘later on’, ‘before I was born’, ‘in the future’ and ‘generations’)
- HASS 2: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
- sorting and recording written or pictorial information or survey results in tables under headings such as ‘then/now’, ‘past/present/future’, ‘places near/far’, ‘places visited’, ‘purpose’, ‘frequency’, ‘distance’
- locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map
- making a map or plan of significant places in the community, incorporating symbols to show location of objects or significant features
- HASS 2: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
- examining a historical site (for example, a home, a school) to explore how technology has changed life over time (for example, how and where food was obtained and prepared, how people travelled, how people stayed warm or cool, how sewerage was managed, types of work, the roles of men, women, boys and girls)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- reflecting on their increasing knowledge of special places and natural systems in their local area and, whether their ideas about and behaviours have changed as a result of greater understanding
- using their knowledge about a familiar place or site to imagine how it might change in the future and how they can influence a positive future for it
- HASS 2: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
- composing reports with multimedia to share findings (for example, findings of a comparison of past and present daily life, a report on how access to and use of a place has changed over time, or recommendations on a building of significance)
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- recognising patterns of movement in dances they make, perform and view using their own words and learnt dance terminology
- Dance F-2: Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
- exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region
- using expressive skills to engage the audience, for example, looking out to audience and using facial expression
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- communicating verbally by using the voice to explore and show role and situation
- communicating non-verbally by using facial expression and movement to explore and show role and situation
- Music F-2: Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
- singing and playing music to explore the expressive possibilities of their voices and instruments
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters
- experimenting with techniques to combine or alter materials to satisfy a function
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
- exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote future good health
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
- creating their own positive health message and sharing it with the class
- HPE 1-2: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
- creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- creating, following, repeating and altering movement sequences and games in response to rhythm, music or words
- selecting and implementing different movement skills to be successful in a game
Level 3: expand on known ideas to create new and imaginative combinations
Content descriptions
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
- English 3: Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
- creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
- creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
- English 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- English 4: Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- English 4: Create literary texts by developing storylines, characters and settings (ACELT1794)
- collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
- Maths 3: Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- Maths 3: Create and interpret simple grid maps to show position and pathways (ACMMG065)
- creating a map of the classroom or playground
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- exploring and experiencing a range of roles and situations that they initiate and develop
- making improvisations that explore issues and ideas using empathy
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event
- taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language
- constructing realistic representations of the classroom or other community locations and then constructing fictional versions of the same space
- experimenting with tension to create meaning and sustain representations
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- exploring given rhythm and pitch patterns, structures or timbres to improvise and create music
- improvising and trialling ideas to create compositions for specific audiences and purposes
- creating, sourcing and organising music using a range of accessible technologies
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- generating a range of design ideas for intended products, services, environments
- visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- posing questions to others as a strategy for solving movement challenges
Elaborations only
- English 3: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- experimenting with voice effects in formal presentations such as tone, volume and pace
- English 4: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
- creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’)
- Maths 4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
- identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes
- HASS 3: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
- composing different types of texts to report findings of an investigation (for example, reporting on a historical investigation and its researched facts and findings by writing a biography about a noteworthy individual or group, a narrative account of a significant event, a report about a celebration, an explanation of the multicultural character of the community)
- HASS 3: The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
(ACHASSK062)
- discussing when to use ‘Acknowledgement of Country’ and ‘Welcome to Country’ at ceremonies and events to respectfully recognise the Country/Place and traditional custodians of the land, sea, waterways and sky
- HASS 3: The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066)
- comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI075)
- showing historical and geographic information on maps (for example, collaboratively creating a large class map of world exploration by projecting a world map on a mural, and completing it with relevant geographical and historical details including compass points, sea routes, legends, dates, pictorial details, annotations and captions)
- HASS 4: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
- composing, in a range of different text types, information to communicate findings and conclusions (for example, information presented as imaginative recounts, biographies, journals, reports)
- selecting appropriate representations to suit and enhance their communication, including graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- HASS 4: The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments (ACHASSK086)
- examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal Peoples’ Country
- Dance 3-4: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
- exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express joy, or rolling softly on the floor using different body shapes to represent shells washed by the sea
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- planning and rehearsing their drama for a live or virtual performance
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- singing learnt pitch and rhythm patterns and varying elements of music within them to create different effects, for example, singing softer or louder, faster or slower, repeating phrases
- exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
- creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow
- HPE 3-4: Explore how success, challenge and failure strengthen identities
(ACPPS033)
- talking about how overcoming a challenge or adversity can unite a group of diverse people
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- creating an online connection with another school and identifying similarities and differences between students
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- using different equipment to create an original game or movement challenge
- HPE 3-4: Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
- using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences
Level 4: combine ideas in a variety of ways and from a range of sources to create new possibilities
Content descriptions
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- English 5: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
- English 6: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
- planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences
- English 6: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)
- creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
- Maths 5: Create simple financial plans (ACMNA106)
- creating a simple budget for a class fundraising event
- Maths 5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Maths 6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior knowledge, skills and research
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- DT 5-6: Design a user interface for a digital system
(ACTDIP018)
- designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
- generating and considering alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- exploring how personal and cultural identities change over time
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- devising strategies and formulating plans to assist in successfully performing new movement skills
Elaborations only
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- Maths 6: Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
- designing a school or brand logo using transformation of one or more shapes
- Maths 6: Construct simple prisms and pyramids (ACMMG140)
- constructing prisms and pyramids from nets, and skeletal models
- Maths 6: Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)
- conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
- Science 6: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
- using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI096)
- constructing maps, tables and graphs using appropriate digital applications and conventions (such as border, source, scale, legend, title and north point) to display data and information (for example, information about the movement of peoples over time in colonial Australia; the different climates of Europe and North America; population growth of Australian colonies; cultural and religious groups in Australia at different times; influences on consumer purchasing decisions)
- HASS 6: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI124)
- constructing tables and graphs with digital applications as appropriate to display or categorise data and information for analysis (for example, a table to show the similarities and differences in official languages and religions across a number of countries)
- creating maps using spatial technologies and cartographic conventions as appropriate (including border, source, scale, legend, title and north point) to show information and data, including location (for example, a large-scale map to show the location of places and their features in Australia and countries of Asia; a flow map or small-scale map to show the connections Australia has with Asian countries such as shipping or migration)
- explaining spatial representations (for example, describing how the representation of the spherical globe on flat paper produces distortions in maps)
- HASS 6: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI133)
- developing persuasive texts such as arguments for a debate, an essay or an opinion piece, citing sources to justify reasoning
- creating narrative accounts and recounts (for example, a digital multimedia story that records migrant experiences) based on information identified from a range of sources and referring to real characters and events
- selecting and applying appropriate media and strategies to suit and enhance their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- HASS 6: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHASSK148)
- using a current global issue (for example, immigration across borders or clearing native forests to establish palm oil plantations) to discuss the concept of global citizenship
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- improvising new movement to communicate ideas in response to stimulus, for example, exploring the relationship of close proximity of dancers grouped together to represent overcrowded cities
- exploring character and mood by experimenting with elements of dance in a range of set, teacher-directed or student-devised dances
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- exploring physical, fictional and emotional space to create characters and situations and imagined feelings
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- creating narrative and tension to communicate dramatic meaning
- using props, costumes, instruments and available technologies such as light, sound and multimedia to create dramatic symbols and enhance dramatic action
- planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal
- using available software and applications to plan for playbuilding and to create scripts
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- editing a chase sequence, adding music to heighten the action and tension
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- improvising, rehearsing and performing using technologies
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
- experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- evaluating the functional properties of a specific-purpose household system, for example a security system
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- evaluating the suitability of materials, tools and equipment for specific purposes
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- proposing and implementing opportunities to increase their physical activity levels at school and at home
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- exploring the emotions associated with feeling unsafe or uncomfortable and how emotions can vary according to different contexts and situations
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- selecting and practising appropriate ways to share power within relationships
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- experimenting with different music genres such as Indian bhangra music when performing creative dances
- HPE 5-6: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing
(ACPMP064)
- participating in a range of physical activities and exploring their health, skill and fitness benefits
- HPE 5-6: Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
- creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
- working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: draw parallels between known and new ideas to create new ways of achieving goals
Content descriptions
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
- imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
- creating chapters for an autobiography, short story or diary
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- English 8: Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- English 8: Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
- creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- creating texts that express views and values other than students’ own
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
- Maths 7: Construct sample spaces for single-step experiments with equally likely outcomes (ACMSP167)
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties
(ACHASSK175)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: Contacts and conflicts within and/or with other societies, resulting in developments and the spread of philosophies and beliefs
(ACHASSK180)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- creating role and character by understanding and managing the underlying structure and intent of the drama
- developing techniques of dramatic forms according to their established conventions and traditions
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- creating multiple representations of the same person, place or concept in different media and for different intentions
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- creating an arrangement of a known melody
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- combining, adapting and manipulating images and objects from several sources
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists (ACAVAM120)
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
- developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- HPE 7-8: Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
Elaborations only
- English 7: Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
- experimenting with digital storytelling conventions to create personal reflections on shared experiences
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- exploring how human management of water impacts on the water cycle
- HASS 7: The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
(ACHASSK169)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The physical features of ancient Greece, Egypt or Rome and how they influenced the civilisation that developed there
(ACHASSK172)
- *Composing texts through speaking, writing and creating
Compose spoken, written, visual and multimodal learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Egyptian, Greek or Roman history
(ACHASSK176)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The physical features of India or China and how they influenced the civilisation that developed there
(ACHASSK177)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: Roles of key groups in Indian or Chinese society in this period, including the influence of law and religion
(ACHASSK178)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- HASS 7: The role of a significant individual in ancient Indian or Chinese history
(ACHASSK181)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: The way that flows of water connect places as they move through the environment and the way these affect places
(ACHASSK183)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
- using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- considering how to improve technical expertise
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- visualising data to create information, for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing a digital game that manipulates models of real-world objects
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- exploring the impact of different ways of communicating, how these impact on emotions and can show respect (or not) for self and others
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- performing a range of movements and analysing technique based on understanding of take-off, body position and landing
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- exploring similarities in the bases of support and flow of movements when performing movement sequences
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- creating a graphic representation of the social structure of Egyptian society
- Hist 7: Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
- creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
- Hist 7: Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion
(ACDSEH044)
- creating a graphic representation of the social structure of Indian society
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- creating a graphic representation of the social structure of Chinese society
- Hist 7: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)
- creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
- Hist 8: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
- creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- analysing the role of geomorphic landforms and landscapes in tourism (for example, the Grand Canyon in the USA or Uluru in Australia)
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- analysing the effects of erosion and sedimentation produced by human activities, including farming and recreation, on landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- creating annotated diagrams to show a landscape and its landforms
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- C&C 8: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS073)
- creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating the role and interactions of consumers and producers in the market (for example, using a simple circular flow of income model, demand, supply, price mechanism)
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work)
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- predicting changes to work in the future and possible outcomes (for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
Level 6: create and connect complex ideas using imagery, analogies and symbolism
Content descriptions
- English 9: Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
- creating informative and argumentative texts with explanations, details and evidence
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- creating texts which draw on students’ experience of other texts and which have a personal aesthetic appeal
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
(ACELT1815)
- creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- designing a webpage that combines navigation, text, sound and moving and still images for a specific audience
- Maths 10: Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)
- Maths 10: Use scatter plots to investigate and comment on relationships between two numerical variables (ACMSP251)
- Maths 10: Investigate and describe bivariate numerical data where the independent variable is time (ACMSP252)
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- improvising with instrumentation, dynamics and expressive techniques to develop the texture of a composition
- applying an aural understanding of key and tonality when improvising and composing
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- creating symbols and using varied traditional and invented notation and technology to communicate how they used the elements of music in composition
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
Elaborations only
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- exploring and reflecting on representations of values (for example love, freedom, integrity) in literature drawn from cultures and times different from the students’ own
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- analysing how issues are debated and reported in the media in different countries, and the possible reasons for this, for example ‘whaling’ in Japan and Australia
- English 9: Understand how certain abstract nouns can be used to summarise preceding or subsequent stretches of text
(ACELA1559)
- exploring sections of academic and technical texts and analysing the use of abstract nouns to compact and distil information, structure argument and summarise preceding explanations
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
- English 10: Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
- experimenting with and incorporating new words and creative inventions in students’ own written and spoken texts
- English 10: Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
- analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books
- Maths 9: List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
- conducting two-step chance experiments
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- developing ideas from students own or others’ investigations and experiences to investigate further
- Science 10: Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
- developing ideas from students own or others’ investigations and experiences to investigate further
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions and dialogue to engage audience expectations
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- re-imagining designs to feature emerging technologies
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- creating production flowcharts using digital technologies to ensure efficient, safe and sustainable sequences
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
- Hist 9: Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)
- investigating the factors that led to the
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- researching the potential of agricultural production in northern Australia
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- constructing a graph to show the relationship between growth in world population and world food production
- Geo 9: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
- creating a map to show the relationship between biomes and world food production, using a spatial technologies application
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- constructing computer-generated tables, graphs, maps and diagrams to analyse data on human wellbeing
- critically analysing text and images for their meaning and significance
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about the financial landscape)
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- generating ideas about possible class or school projects and collaboratively developing a plan to guide the project
Consider alternatives
Level 2: identify and compare creative ideas to think broadly about a given situation or problem
Content descriptions
- English 1: Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
- learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs
- English 1: Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
- English 1: Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
- comparing characters and events in texts to students’ own experiences
- English 1: Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
- using arts methods and role play to express personal responses to characters and events in stories
- English 1: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
- discussing similarities and differences between texts ( for example features of main characters in different stories)
- discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
- discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
- English 1: Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
- listening to and performing simple haiku poems about familiar topics such as nature and the seasons
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- writing character descriptions drawn from illustrations in stories
- English 1: Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
- imitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts
- English 1: Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
- participating in informal and structured class, group and pair discussions about content area topics, ideas and information
- formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
- English 1: Describe some differences between imaginative informative and persuasive texts (ACELY1658)
- comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
- selecting texts for a particular purpose or task, for example a website that will give information about whales, a book that will tell a story about a possum
- English 1: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
- applying new vocabulary appropriately in creating text
- beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
- English 2: Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
- comparing two versions of the same story, for example ‘Jack and the Beanstalk’, identifying how a character’s actions and reactions are depicted differently by different illustrators
- English 2: Compare opinions about characters, events and settings in and between texts (ACELT1589)
- discussing each others’ preferences for stories set in familiar or unfamiliar worlds, or about people whose lives are like or unlike their own
- English 2: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
- comparing two or more versions of the same story by different authors or from different cultures, describing similarities and differences in authors’ points of view
- English 2: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- creating imaginative reconstructions of stories and poetry using a range of print and digital media
- English 2: Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
- English 2: Discuss different texts on a similar topic, identifying similarities and differences between the texts (ACELY1665)
- comparing two or more versions of the same topic by different authors or from different cultures, describing similarities and differences
- English 2: Listen for specific purposes and information, including instructions, and extend students’ own and others’ ideas in discussions (ACELY1666)
- using spoken language for problem solving, and exploring ideas and concepts
- listening for specific information and providing two or more key facts from an informative text spoken or read aloud
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- sequencing content according to text structure
- Maths 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- Maths 2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
- Maths 2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
- Maths 2: Solve problems by using number sentences for addition or subtraction (ACMNA036)
- Maths 2: Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’ (ACMSP047)
- classifying a list of everyday events according to how likely they are to happen, using the language of chance, and explaining reasoning
- HASS 1: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
- HASS 1: Explore a point of view (ACHASSI022)
- HASS 1: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- HASS 1: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- HASS 1: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
- HASS 2: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
- creating pictorial maps with annotations to show familiar local and/or historical sites, their features and location, and adding further information as extra sites are identified
- HASS 2: Explore a point of view (ACHASSI038)
- HASS 2: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI039)
- HASS 2: Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class news bulletin.
- creating, rehearsing and recording a radio play and seeking permission to share it with another class
- Media F-2: Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
- Music F-2: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
- matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
- imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing
- using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns
- improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
- improvising with voices and sound sources to express actions, thoughts and feelings
- Music F-2: Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
- sharing constructive observations about music from a range of cultures as a performer and audience member
- listening to and talking about music and musical instruments from different contexts and cultures
- Visual F-2: Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106)
- trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
- identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
- Visual F-2: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
- comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
- Visual F-2: Create and display artworks to communicate ideas to an audience
(ACAVAM108)
- sharing ideas with their classmates about the representational choices they made in their artwork
- talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
- Visual F-2: Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions
- acknowledging the role of artist and audience as they start to interpret meaning in artworks
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
- asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
- making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
- exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- DT F-2: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- exploring, imagining and comparing the usefulness of different data displays, for example jointly creating simple column graphs and picture graphs to represent different types of items
- exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
- HPE 1-2: Propose a range of alternatives and test their effectiveness when solving movement challenges
(ACPMP031)
- predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
- reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully
Elaborations only
- English 1: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
(ACELY1660)
- building knowledge about the topic of the text and learning new vocabulary before and during reading
- English 1: Understand that there are different ways of asking for information, making offers and giving commands (ACELA1446)
- learning about the difference between closed questions, for example ‘Are you ready?’, ‘Did they enjoy their holidays?’ and open questions, for example ‘What made this text so exciting?’
- English 1: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
- discussing and comparing the purposes of familiar texts drawn from local contexts and interests
- English 1: Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
- learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts
- English 1: Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
- participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others
- demonstrating active listening behaviour and responding to what others say in pair, group and class discussions
- English 1: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)
- using contextual and semantic knowledge to make predictions about a text’s purpose and content
- combining knowledge of context, meaning, grammar and phonics to decode text
- English 2: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
- discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
- drawing, writing and using digital technologies to capture and communicate favourite characters and events
- English 2: Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
- adjusting presentation for different audiences
- English 2: Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
- experimenting with and combining elements of software programs to create texts
- English 2: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460)
- identifying examples and features of different kinds of spoken, non-verbal, written and visual communication from Aboriginal and Torres Strait Islander communities and from several Asian cultures within Australia, and associating those features with particular communities
- English 2: Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)
- interpreting new terminology drawing on prior knowledge, analogies and connections with known words
- English 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
- demonstrating appropriate listening behaviour, responding to and paraphrasing a partner’s contribution to a discussion, such as think/pair/share activities
- understanding how to disagree with a point of view or offer an alternative idea courteously
- experimenting with presentation strategies such as pitch, volume and intonation
- English 2: Read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)
- using prior and learned knowledge and vocabulary to make and confirm predictions when reading text
- using grammatical knowledge to predict likely sentence patterns when reading more complex narratives and informative texts
- using knowledge of sound–letter relationships and high frequency sight words when decoding text
- using grammar and meaning to read aloud with fluency and intonation
- Maths 1: Recognise, describe and order Australian coins according to their value (ACMNA017)
- showing that coins are different in other countries by comparing Asian coins to Australian coins
- Science 1: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
- thinking about “What will happen if……?” type questions about everyday objects and events
- using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
- Science 1: People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
- identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals
- Science 2: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
- using the senses to explore the local environment to pose interesting questions, make inferences and predictions
- thinking about ‘What will happen if…?’ type questions about everyday objects and events
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories
- experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics
- taking photos or videoing dance sequences to view and extend their dance ideas
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel
- Drama F-2: Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
- exploring possibilities for role and situation when participating in whole group teacher-led process drama and roleplay
- taking photos or videoing drama they devise to view and extend their drama ideas
- Drama F-2: Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
- connecting to and sharing drama experiences through available digital access
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- manipulating objects, puppets, 2D images and available technologies to create stories
- Media F-2: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
- experimenting with image, for example, retelling a story of the school day in a series of captioned images
- experimenting with technologies to capture images, sounds and text
- exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs
- Media F-2: Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
- experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images
- experimenting with sound recording technology and found objects to create and record sound effects to support a story
- trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story
- Music F-2: Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
- singing and playing music to explore the expressive possibilities of their voices and instruments
- D&T F-2: Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating
(ACTDEK003)
- considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures and preparing and cooking food from recipes
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
- exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
- experimenting with techniques to combine or alter materials to satisfy a function
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote future good health
- discussing possible designed solutions based on experience and some research, for example asking adults for advice
- considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
- exploring which tools, equipment and techniques to use with selected materials
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
- identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
(ACTDEP008)
- reflecting on the processes and challenges of designing and producing a solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
- suggesting areas for design improvement
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
- making generalisations about data sets, for example comparing different ways of travelling to and from school using classroom data, discussing results and finding patterns in modes of travel
- experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
- exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- HPE 1-2: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
- creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- creating, following, repeating and altering movement sequences and games in response to rhythm, music or words
- selecting and implementing different movement skills to be successful in a game
- HPE 1-2: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
- comparing different types of movements and identifying which ones are easier and harder and why this might be the case
Level 3: explore situations using creative thinking strategies to propose a range of alternatives
Content descriptions
- English 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
- reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities
- exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
- English 3: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- English 3: Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
- creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
- creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
- English 3: Identify the point of view in a text and suggest alternative points of view
(ACELY1675)
- recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others
- speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
- English 4: Investigate how quoted (direct) and reported (indirect) speech work in different types of text
(ACELA1494)
- investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
- English 4: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
- commenting on how authors have established setting and period in different cultures and times and the relevance of characters, actions and beliefs to their own time
- comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures and quest novels by different authors
- English 4: Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
- viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
- English 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
- English 4: Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
- reading new and different kinds of texts with the use of established word identification strategies, including knowledge of the topic and of text type together with self monitoring strategies; including rereading, self questioning and pausing, and including self correction strategies such confirming and cross-checking
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- Maths 3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- Maths 3: Create and interpret simple grid maps to show position and pathways (ACMMG065)
- creating a map of the classroom or playground
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- Maths 4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- Maths 4: Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Maths 4: Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
- HASS 3: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI054)
- creating tables or picture and column graphs to show patterns in data collected from observations or other sources (for example, to show similarities and differences between places; the results of class votes on issues or decisions, participation in community activities, number of local monuments)
- constructing and annotating maps (for example, to show the natural and human features of Australia) using the appropriate cartographic conventions including map symbols, title and north point
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- HASS 3: Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
- HASS 3: The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
- investigating and comparing what it would be like to live in a place with a different climate to their own place
- HASS 3: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- HASS 4: The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- identifying meaning and describing purposes in drama from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances
- examining drama in their community and comparing it to other drama of different people, times and cultures
- writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- experimenting with tension to create meaning and sustain representations
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- comparing media artworks made for different purposes using appropriate language, and identifying possible differences in audiences’ interpretations
- examining media artworks in their community and comparing these to other media artworks commemorating different people, times and cultures
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- exploring given rhythm and pitch patterns, structures or timbres to improvise and create music
- using notation to represent sound and record ideas, such as inventing a graphic score to represent sounds of the environment
- improvising and trialling ideas to create compositions for specific audiences and purposes
- creating, sourcing and organising music using a range of accessible technologies
- Music 3-4: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
- identifying meaning and describing purposes in music from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audiences in different cultural settings
- examining music in their community and comparing it to other music of different people, times and cultures
- writing about how they have used the elements of music when composing and performing and discussing with others the meaning and intended purposes of their compositions
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
- comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
- examining public art in their community and comparing it to other artwork commemorating different people, times and cultures
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
- critiquing and selecting appropriate joining techniques for materials to produce working models
- exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- negotiating criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on the sustainability implications of selected designed solutions
- comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
- DT 3-4: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- HPE 3-4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity
(ACPPS042)
- planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background
Elaborations only
- English 3: Develop criteria for establishing personal preferences for literature (ACELT1598)
- building a conscious understanding of preference regarding topics and genres of personal interest (for example humorous short stories, school and family stories, mysteries, fantasy and quest, series books)
- selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts
- English 3: Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
- distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
(ACELA1496)
- examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter, for example ‘He grasps the crag with crooked hands’ (Alfred, Lord Tennyson); ‘Wee … tim’rous beastie’ (Robert Burns)
- English 4: Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas
- English 4: Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
- identifying and selecting appropriate software programs for constructing text
- English 4: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
- experimenting with the use of quotation marks in students’ own writing
- English 4: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’
- English 4: Discuss literary experiences with others, sharing responses and expressing a point of view
(ACELT1603)
- sharing and discussing students’ own and others’ understanding of the effects of particular literary techniques on their appreciation of texts
- drawing comparisons between multiple texts and students’ own experiences. Commenting orally, in written form and in digital reviews on aspects such as: ‘Do I recognise this in my own world?’; ‘How is this text similar to or different from other texts I’ve read?’; ‘How common is it to human experience in the real world?’; ‘What new ideas does it bring?’; ’How do they fit with what I believe?’
- HASS 4: Interact with others with respect to share points of view (ACHASSI080)
- exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) or the different views about a current event (for example, the views of farmers, activists and government decision-makers about a road going through an endangered habitat)
- participating in cooperative strategies that enable decision-making about roles and responsibilities (for example, using de Bonos’ hats)
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- altering movements in a set, teacher-directed or student-devised dance using the elements of space, time, dynamics and relationships to express ideas, for example, increasing the size of a movement to represent growth
- selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- identifying meaning and describing purposes in dances from different social, cultural or historical contexts such as dances that include digital, visual or theatrical elements
- comparing the expectations and requirements of performers and audience in different cultural settings
- examining dances in their community and comparing them to other dances of different peoples, times and cultures
- writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces
- exploring dramatic traditions and practices from one or more Asian societies in their drama
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- singing learnt pitch and rhythm patterns and varying elements of music within them to create different effects, for example, singing softer or louder, faster or slower, repeating phrases
- exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases
- identifying and explaining features in music using terminology and a range of notation
- using movement to demonstrate an understanding of musical form, changing actions as the music changes
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
- comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- DT 3-4: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
- improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
- using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
- organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school
- HPE 3-4: Identify and practise strategies to promote health, safety and wellbeing
(ACPPS036)
- proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
- HPE 3-4: Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
- creating promotional posters to display around the school containing positive health and physical activity messages
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- testing alternative responses to movement challenges and predicting the success or effectiveness of each
- drawing on prior knowledge to solve movement challenges
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
- performing routines incorporating different jumping techniques and connecting movements
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- participating in physical activities which require problem-solving to achieve a goal
- using different equipment to create an original game or movement challenge
- HPE 3-4: Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
- recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues
Level 4: identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
Content descriptions
- English 5: Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
- English 5: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- discussing how figurative language including simile and metaphor can make use of a comparison between different things, for example ‘My love is like a red, red rose’; ‘Tyger!, Tyger! burning bright, In the forests of the night’; and how by appealing to the imagination, it provides new ways of looking at the world
- investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
- English 5: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- English 5: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
- English 6: Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
- English 6: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
- identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question
- English 6: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
- English 6: Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
- English 6: Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
- English 6: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
- exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
- English 6: Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
- English 6: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
- using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
- English 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- identifying and using texts for a wide range of purposes, selecting texts by favourite authors and trying new ones
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- making connections between the text and students’ own experience or other texts
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
- English 6: Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
- editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
- English 6: Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
- selecting and combining software functions as needed to create texts
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- Maths 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- Maths 5: Solve problems involving division by a one digit number, including those that result in a remainder
(ACMNA101)
- using the fact that equivalent division calculations result if both numbers are divided by the same factor
- Maths 5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- Maths 6: Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126)
- solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
- modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes
- Maths 6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
- Maths 6: Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- Science 5: Reflect on and suggest improvements to scientific investigations (ACSIS091)
- Science 6: Reflect on and suggest improvements to scientific investigations (ACSIS108)
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
- HASS 5: The role that a significant individual or group played in shaping a colony (ACHASSK110)
- HASS 6: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
- HASS 6: Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139)
- comparing people’s lives in places with different levels of income
- HASS 6: The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)
- researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures
- HASS 6: Australia’s connections with other countries and how these change people and places (ACHASSK141)
- exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country
- HASS 6: The reasons businesses exist and the different ways they provide goods and services (ACHASSK151)
- distinguishing between businesses in the primary, secondary and tertiary industry sectors and discussing what they produce or provide (such as agriculture and mining; textiles and food; and information, tourism and telecommunications)
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- improvising new movement to communicate ideas in response to stimulus, for example, exploring the relationship of close proximity of dancers grouped together to represent overcrowded cities
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
- Dance 5-6: Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
- discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, a Chinese ribbon dance, or a Sumatran tambourine dance
- discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander dance, including when it is not able to be viewed
- accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes
- exploring physical, fictional and emotional space to create characters and situations and imagined feelings
- manipulating dramatic action and use of available theatre technologies to create different meanings
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
- identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
- talking and writing about drama from other places and times and how it might or does contribute to their own drama, and how cultural understandings shape meanings in drama
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community
- designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue
- selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
- describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
- discussing issues around safety and sensitivity in relation to acceptable and unacceptable use and/or reference to personal and cultural images, sounds and texts when making and publishing media artworks
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- identifying and describing features of rhythm, melody and structure that create effects in their improvisations
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- organising, developing and refining ideas by experimenting with structure
- Music 5-6: Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
- discussing personal preferences for music from a range of contexts and cultures, using music terminology
- providing and responding to feedback to refine performances and compositions
- identifying and comparing how the elements of music are used and combined in different music styles from different cultures
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- producing models using materials, tools and equipment to show how to control movement, sound or light
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
- identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- comparing tools, equipment and techniques to select those most appropriate for a given purpose
- comparing the design and production of products, services and environments in Australia and a country in the Asia region
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- exploring the steps involved in the process to satisfy a design brief, need or opportunity
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- explaining how data may be transmitted between two digital systems in different ways, for example that wires or cables are used in wired networks to transfer data from one digital system to another, and radio waves are used to transmit data in wireless or mobile networks
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- selecting and using peripheral devices suitable to the data, for example using a data probe to collect data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
- acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
- DT 5-6: Design a user interface for a digital system
(ACTDIP018)
- designing the user interface of a solution using different design tools, for example using a storyboard to outline the stages of a game or a mock-up to show the placement of icons
- generating and considering alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- programming a robot to operate independently, for example to find its way out of a maze
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
Elaborations only
- English 5: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
- identifying and comparing sequences of images revealed through different hyperlink choices
- English 5: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- identifying variability within cultural contexts in literary texts, recognising the diversity of people’s experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context
(ACELY1698)
- identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- selecting and using texts for their pertinence to the task and the accuracy of their information
- English 5: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
- identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
- English 5: Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795)
- orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views
- English 5: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
- examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- choosing vocabulary and sentence structures for particular purposes including formal and informal contexts, to report and explain new concepts and topics, to offer a point of view and to persuade others
- English 6: Analyse how text structures and language features work together to meet the purpose of a text
(ACELY1711)
- comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
- English 6: Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
- identify and appreciate differences in language used in diverse family settings
- English 6: Understand the uses of objective and subjective language and bias
(ACELA1517)
- differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function
- experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
- modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
- Maths 6: Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124)
- understanding that integers are …-3, -2, -1, 0, 1, 2, 3,…..
- Maths 6: Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
- designing a school or brand logo using transformation of one or more shapes
- Maths 6: Construct simple prisms and pyramids (ACMMG140)
- constructing prisms and pyramids from nets, and skeletal models
- Maths 6: Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)
- conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
- HASS 5: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- exploring, through a facilitated role-play or a simulation game, the way different people experienced the same event (for example, the differing experiences and feelings of miners, Chinese workers, women, children, leaders and Aboriginal occupants during the Eureka Stockade; personal intercultural experiences; or people’s differing perceptions of election speeches made by opposing candidates)
- HASS 5: The impact of a significant development or event on an Australian colony (ACHASSK108)
- creating ‘what if’ scenarios by constructing different outcomes for a key event (for example, ‘What if Peter Lalor had encouraged gold miners to pay rather than resist licence fees?’)
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- editing a chase sequence, adding music to heighten the action and tension
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing a range of unison and part music individually and in ensemble to develop contrast in music they sing and play
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- improvising, rehearsing and performing using technologies
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- explaining influences of other artists on their own art making
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- setting milestones for production processes and allocating roles to team members
- reflecting on planned steps to see if improvements can be made
- D&T 5-6: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
- matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
- manipulating materials with appropriate tools, equipment and techniques, for example when preparing food, cultivating garden beds, constructing products
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
- proposing and implementing opportunities to increase their physical activity levels at school and at home
- selecting and practising appropriate responses to promote safety in different situations, including water- and traffic-related situations
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- selecting and practising appropriate ways to share power within relationships
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- composing and performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
- performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
- experimenting with different music genres such as Indian bhangra music when performing creative dances
- HPE 5-6: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing
(ACPMP064)
- participating in a range of physical activities and exploring their health, skill and fitness benefits
- HPE 5-6: Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
- creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
Content descriptions
- English 7: Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
- comparing choices for point of view in animations, advertisements and other persuasive texts
- comparing how different advertisements use visual elements to advertise the same product
- English 7: Identify and explore ideas and viewpoints about events, issues and characters represented in texts drawn from different historical, social and cultural contexts (ACELT1619)
- English 7: Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
- comparing personal viewpoints on texts and justifying responses in actual and virtual discussions
- English 7: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
- English 7: Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
- analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
- analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)
- English 7: Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
- transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
- English 7: Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as debating a topic with a team from another school, introducing a speaker at a school function
- selecting voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- English 7: Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
- English 7: Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- English 7: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- using collaborative technologies to jointly construct and edit texts
- English 7: Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- English 8: Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
- investigating texts about Aboriginal and Torres Strait Islander history from different sources and explaining differing viewpoints
- comparing attitudes and ideas in texts drawn from contexts that are different to students’ own
- English 8: Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
- English 8: Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
- recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- exploring how some writers use terse and relatively simple language choices while others use more elaborate and complex syntax
- examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
- discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- understanding that tone (serious, bitter, sincere, amused) indicates attitude to the subject and to readers/listeners, who can identify or judge tone through past experience and language clues in the text
- English 8: Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- English 8: Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- change the tone in which the speech or conversation is presented and discuss how interpretations can also change.
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification, to meet perceived audience needs
- selecting voice effects, such as tone, volume, pitch and pace, with particular attention to the effects these may have on audience reaction and acceptance of the ideas presented
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- comparing representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
- ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
- English 8: Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
- Maths 7: Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
- exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
- Maths 7: Recognise and solve problems involving simple ratios (ACMNA173)
- Maths 7: Solve simple linear equations (ACMNA179)
- solving equations using concrete materials, such as the balance model, and explain the need to do the same thing to each side of the equation using substitution to check solutions
- Maths 7: Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
- Maths 7: Construct sample spaces for single-step experiments with equally likely outcomes (ACMSP167)
- Maths 7: Construct and compare a range of data displays including stem-and-leaf plots and dot plots (ACMSP170)
- Maths 8: Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
- Maths 8: Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
- Maths 8: Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- Maths 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
- solving real life problems by using variables to represent unknowns
- Maths 8: Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
- Maths 8: Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
- Maths 8: Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
- Maths 8: Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
- HASS 7: Organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions, including different types of graphs, tables, field sketches and annotated diagrams, and maps at different scales (ACHASSI154)
- constructing tables, graphs and annotated diagrams with the help of digital technologies to represent collected data (for example, diagrams showing how water flows through the environment and connects places; graphs quantifying the influence of environmental quality on aspects of the liveability of places; graphs showing the religious composition of past and contemporary Australian society)
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- identifying examples of negotiation and peaceful dispute resolution (for example, arbitration, Reconciliation) used in the wider community to problem-solve
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with those of being a business owner)
- applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- HASS 7: The range of sources that can be used in an historical investigation, including archaeological and written sources (ACHASSK168)
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- expressing responses using descriptive style-specific dance terminology
- accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- identifying the distinguishing stylistic features of different dances and considering how this can inform their choreography
- comparing dance styles in different artistic, social, environmental, historical and cultural contexts
- observing and identifying stylistic similarities and differences in both traditional and contemporary dances, for example, dances from Aboriginal people and Torres Strait Islander people and Asian communities
- investigating the development of dance styles and the influence of histories, societies, cultures and environments
- investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- investigating and researching starting points for drama, for example, using analysis of performance styles or evaluating their peers’ responses to questions about an issue or image
- working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- creating role and character by understanding and managing the underlying structure and intent of the drama
- developing techniques of dramatic forms according to their established conventions and traditions
- understanding human behaviour, emotions and empathy to convey roles and characters
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- using feedback and evaluation when rehearsing, devising and scripting drama
- analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- discussing how the elements of drama have been used in a performance they have seen
- accessing and researching directors’ works through real or virtual performances to analyse directors’ interpretations of scripted drama and considering implications for their own work
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- identifying the social, historical and cultural contexts of the forms and styles represented in their drama
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- combining established genre conventions such as framing in still and moving image, sound in radio play or audiovisual artworks, and font size, shape and colour in print
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- exploring genres such as narrative, non-narrative, experimental and documentary and making a trailer in a similar style
- telling a news story in print and for online publishing and discussing the differences in the structure of content, meaning and delivery between the two media
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- surveying the programming of public sector versus private sector television and commenting on differences
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiencs; for example, games players, social media users, television viewers
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- singing and recognising intervals and melodic patterns to extend music ideas in improvisation and composition
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- creating an arrangement of a known melody
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style
- identifying and describing the features and performance practices that help determine a specific musical style or culture
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- making judgements about music as audience members and articulating the reasons for them
- discussing different opinions and perspectives about music and strategies to improve and inform music making
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- combining, adapting and manipulating images and objects from several sources
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles
- refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making
- discussing and documenting their choices of representation to strengthen meaning and viewpoints in their artwork
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists
(ACAVAM120)
- imagining and refining their visual and spatial representations of the world, combining a variety of technologies
- problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
- developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
- annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- comparing and contrasting different representations and interpretations of Country/Place from a range of viewpoints and contexts, for example, researching and comparing the representation of Aboriginal and Torres Strait Islander Peoples and colonists in artworks from and about 1788
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- planning and making quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
- considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
- explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
- comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- explaining ways media elements are presented, for example the difference between embedded and linked media elements
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- visualising data to create information, for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing and modifying digital solutions by implementing instructions contained in algorithms through programs
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- comparing cloud-based information systems to client-based information systems
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander Peoples
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- exploring different viewpoints, practising being empathetic and considering alternative ways to respond
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
- Hist 7: The range of sources that can be used in an historical investigation, including archaeological and written sources (ACDSEH029)
- listing a range of sources (both archaeological and written) required in an historical investigation to develop a response to the question(s) being asked
- Hist 7: Identify and locate relevant sources, using ICT and other methods (ACHHS208)
- compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
- using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
- identifying information within a source that can be used as evidence to support an interpretation
- Hist 7: Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
- creating categories (that is, concepts) with which to organise information obtained from sources
- Hist 7: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS212)
- identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
- Hist 8: The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
- using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
- Hist 8: Identify and locate relevant sources, using ICT and other methods (ACHHS151)
- compiling a list of different sources needed in an inquiry and their possible locations
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- creating categories to organise the information obtained from sources
- Hist 8: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS155)
- describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- using aerial images of contrasting places to identify differences in housing density
- using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world (for example, countries of the Asia region or of the Pacific region)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
- presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
- presenting a report, supported by spatial technologies, to communicate a reasoned argument (for example, to advocate for actions to ensure that landscapes and seascapes can be managed sustainably for use by future generations)
- C&C 7: Identify, gather and sort information and ideas from a range of sources (ACHCS055)
- using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics
- categorising information under headings that are the focus for research
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- C&C 8: Identify, gather and sort information and ideas from a range of sources (ACHCS069)
- collating a list of different sources of information and prioritising the list based on an assessment of usefulness and reliability
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- examining language choices in a range of texts to identify purpose, audience and reliability (for example, those used by candidates in an election campaign or by a lobby group)
- using a variety of sources to develop conclusions about Australian national identity
- E&B 7: Gather relevant data and information from a range of digital, online and print sources (ACHES022)
- identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- creating simple budgets to achieve specific financial goals and using digital and online tools to keep financial records in a ‘real-life’ context
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- organising and categorising data and/or information (for example, constructing a table showing the differences between types of businesses)
- E&B 8: Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
- interpreting data in tables, charts and graphs to identify relationships (for example, correlations between the location of groups and access to work opportunities)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
Elaborations only
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
- analysing the impact of interactive elements of digital magazines
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- identifying, discussing and interpreting ideas and concepts that other individuals and groups value
- identifying key evidence supporting an argument in a discussion between two speakers
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
- English 8: Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
(ACELY1732)
- exploring texts that attempt to solve moral problems in a particular way, for example by consideration of consequences or rights/duties, and by identifying strengths as well as problems that arise from this approach
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
- explaining whether the author conveys meaning adequately, particularly in distinguishing fact from opinion
- English 8: Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
- analysing arguments for and against a particular issue in current community debates and justifying a personal stance
- Maths 7: Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of whole numbers by comparing their prime factorisation
- Maths 7: Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)
- using authentic examples for the quantities to be expressed and understanding the reasons for the calculations
- Maths 8: Develop the conditions for congruence of triangles (ACMMG201)
- solving problems using the properties of congruent figures
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- exploring how human management of water impacts on the water cycle
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- identifying any ethical considerations that may apply to the investigation
- HASS 7: Sequence information about events, developments, periods and phenomena using a variety of discipline-appropriate formats and conventions including chronological frameworks that use dating conventions
(ACHASSI155)
- constructing and annotating timelines to show developments and periods (for example, the approximate beginning and end dates of ancient societies and the periods of time when these coexisted) and events (for example, placing referendums of the twentieth century in a chronological sequence)
- developing representations to show steps in a sequence (for example, the flow of water, the process for constitutional change)
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- Dance 7-8: Practise and refine technical skills in style-specific techniques (ACADAM015)
- analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
- analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, and video or audio recording, securing permission where appropriate
- responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary, musical theatre and hip hop (including Asian examples)
- linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- investigating viewpoints when making decisions about how they will represent a theme, concept or idea, and considering media conventions and genres
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- discussing and documenting their choices of representation to strengthen meaning in their media artworks
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- considering and investigating techniques for stylistic features when rehearsing
- Music 7-8: Perform and present a range of music, using techniques and expression appropriate to style
(ACAMUM096)
- using the features and performance practices to interpret a specific musical style
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- investigating the time needed for each step of production
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- exploring skills and strategies needed to communicate and engage in relationships in respectful ways
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- collaborating with peers to suggest strategies they could use in emergencies
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)
- investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
- explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
- generating alternative explanations for the building of the pyramids at Giza
- Hist 7: The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129)
- examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
- outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
- Hist 7: Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
- investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
- investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
- Hist 7: The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
- examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion
(ACDSEH038)
- examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
- Hist 7: Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)
- investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
- Hist 7: The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
- examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
- examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
- Hist 7: The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
- examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
- examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
- Hist 7: Identify the origin and purpose of primary and secondary sources
(ACHHS209)
- differentiating between primary sources (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- distinguishing between a fact (for example, ‘some gladiators wore helmets’) and an opinion (for example, ‘all gladiators were brave’)
- Hist 7: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
- outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
- Hist 8: The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
(ACDSEH055)
- investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
- Hist 8: Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056)
- investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
- Hist 8: The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
- investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
- Hist 8: Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
- investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
- Hist 8: The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049)
- comparing the artefacts discovered at L’Anse aux Meadows in Newfoundland (Canada) with Viking artefacts as possible evidence that the Vikings had discovered America 500 years before Christopher Columbus
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- Hist 8: Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
- investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
- Hist 8: Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
- exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- investigating the demand for available land and the patterns of land use in the period
- outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
- Hist 8: The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
- Hist 8: Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
- investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
- Hist 8: The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- Hist 8: Identify the origin and purpose of primary and secondary sources
(ACHHS152)
- explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
- Hist 8: Use historical terms and concepts (ACHHS149)
- understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- using the concept of the water balance to compare the effects of rainfall, run-off and evaporation on the availability of water in Australia and other continents
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- researching the effects of air pollution on the liveability of cities
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- discussing the impact of housing density on the liveability of places
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- Geo 7: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS048)
- applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- Geo 7: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- Geo 8: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
- creating a map showing geomorphological features by using data from Geoscience Australia, or demographic statistics from census data, using a spatial technologies application
- using the Global Positioning System (GPS) to make a map of the features of a landform
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- considering how Australia’s location in the Asian region influences interactions between Australians and those living in the region
- C&C 7: Develop a range of questions to investigate Australia’s political and legal systems (ACHCS054)
- considering current events to generate ideas for research
- C&C 8: How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
(ACHCK062)
- comparing the effectiveness of different forms of participation in Australia’s democracy
- C&C 8: How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)
- comparing some examples of statutes and common laws and the way they are made and outlining the hierarchy of these different types of laws (for example, that statutes will override the common law)
- distinguishing statutory and common law from executive law (delegated law) and identifying how the Houses of Parliament can disallow delegated legislation
- C&C 8: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS072)
- working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)
- C&C 8: The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law
(ACHCK064)
- explaining the difference between criminal law and civil law
- considering the significance of customary law for Aboriginal and Torres Strait Islander Peoples
- E&B 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- explaining the need for setting short- and long-term personal financial objectives and prioritising personal financial responsibilities and needs over wants
- explaining how financial records such as income statements, balance sheets, budgets and cash flow statements inform business decision-making
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- exploring different types of work such as full-time, part-time, casual, at home, paid, unpaid, unrecognised, volunteer
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- discussing the ways people who have retired from employment earn an income (for example, age pension, superannuation and private savings)
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- comparing different forms of business ownership (for example, sole proprietorship, partnership, corporation, cooperative, franchise)
- exploring different external factors that influence business opportunities, such as government and government policy, competitors in the market, demographics, technological innovations in production processes and product design, economic conditions, globalisation, and changing social attitudes and trends of the target market
- identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development, changing demography, corporate social responsibility and sustainability practices, changes to workplace laws
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- distinguishing the difference between rights and responsibilities and creating a list of the rights and responsibilities of consumers and businesses
- identifying examples of how businesses are required by government to protect the safety of consumers (for example, mandatory and voluntary standards, product safety recalls)
Level 6: speculate on creative options to modify ideas when circumstances change
Content descriptions
- English 9: Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- English 9: Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
- English 9: Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
- comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
- examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work
- English 9: Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
- by comparing texts, writing or speaking about how well the author constructed the opening and closing sections of the text and used ‘hooks’ to keep the reader/viewer/listener engaged and reading on/watching/listening to the end
- English 9: Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- comparing perspectives represented in texts from different times and places, including texts drawn from popular culture
- identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
- analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things and identifying how listeners and readers are positioned by these representations
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- choosing vocabulary, spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification to meet the perceived audience needs
- selecting voice effects such as tone, volume, pitch and pace for their specific effects, such as putting forward a point of view or attempting to persuade an audience to a course of action
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- English 9: Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- presenting arguments that advance opinions, justify positions, and make judgements in order to persuade others about issues such the importance of maintaining balance in the biosphere
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 9: Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- investigating and analysing the ways cultural stories may be retold and adapted across a range of contexts such as the ‘Cinderella’ story and the ‘anti-hero’
- imaginatively adapting texts from an earlier time or different social context for a new audience
- exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- presenting arguments based on close textual analysis to support an interpretation of a text, for example writing an essay or creating a set of director’s notes
- creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- creating extended written responses to literary texts, making reference to varying points of view about the issues raised
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- considering ethical positions across more than one culture as represented in text and consider the similarities and differences
- questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
- identifying and evaluating poetic, lyrical language in the depiction of people, culture, places, events, things and concepts in texts
- analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- identifying stereotypes of people, cultures, places, events, and concepts and explaining why they are stereotypes
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, activating prior knowledge to assess the credibility of a speaker’s assertions, and summarising alternative views on an issue
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language devices such as evaluative language, cause and effect, anecdotes and humour for particular effects
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- English 10: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- Maths 9: Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
- Maths 9: Solve problems involving simple interest (ACMNA211)
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- Maths 9: Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
- Maths 9: Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
- connecting the volume and capacity of a cylinder to solve authentic problems
- Maths 9: Solve problems involving the surface area and volume of right prisms (ACMMG218)
- solving practical problems involving surface area and volume of right prisms
- Maths 9: Solve problems using ratio and scale factors in similar figures (ACMMG221)
- Maths 9: Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228)
- Maths 10: Solve simple quadratic equations using a range of strategies (ACMNA241)
- using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula and choosing two integers with the required product and sum
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
- exploring use of elements of dance in different dance styles, including those from other cultures and times, as a stimulus for improvisation
- investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- improvising with the elements of dance and analysing movement choices to reflect their individuality and to clarify their choreographic intent
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Dance 9-10: Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
- investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
- investigating the practices and traditions in dance and how people are influenced by their histories, societies, cultures and environments
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- identifying and describing the actor–audience relationship in different dramatic contexts, forms and styles
- linking conventions from different forms and styles with purposes, origins and contexts
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- experimenting with images, sounds and text to develop representations of current social issues
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
- comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
- deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of media artworks
- research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
- identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- using aural skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
- experimenting with layering of sound to develop a personal style in improvisation and composition
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- creating symbols and using varied traditional and invented notation and technology to communicate how they used the elements of music in composition
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- planning, recording and communicating ideas in different musical styles, including Australian music by Aboriginal and Torres Strait Islander artists, using specialised notation and terminology
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles
- listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music
- comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- evaluating the use of the elements of music when listening to and interpreting music
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- discussing the influence of music on the development of personal and cultural identity
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- developing representations by combining and adapting materials, techniques, technologies and art making processes
- exploring and applying ideas inspired by the style of other artists in their own artworks
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- analysing the role of visual arts as a means of challenging prevailing issues of traditional and contemporary relevance, for example, the availability of resources for future generations
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- considering the responsibilities of visual arts practitioners when making commentaries about social, environmental and sustainability issues
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- recognising the impact of past designed solutions and possible decisions when creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
- considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
- explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
- investigating the interdependence of plants and animals in food and fibre production
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- re-imagining designs to feature emerging technologies
- considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- explaining safe working practices required for a specific classroom design project for individual or community use
- modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- producing, explaining and interpreting drawings; and planning production timelines using digital technologies
- establishing materials and equipment needs using digital technologies such as spreadsheets
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- explaining how an operating system manages the relationship between hardware, applications and system software
- comparing the similarities and differences of two common operating systems
- explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer
- investigating the operation and use of robotic process control systems
- explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- explaining how simple compression schemes reduce the size of repetitive data, for example how run length encoding reduces the size of images
- explaining the difference between lossy and lossless compression, for example the difference between JPEG and PNG images
- explaining codecs for audio-visual compression, for example common codecs for video formats
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam systems
- developing strategies to ensure the privacy and security of survey data, for example using numbers rather than names as identifiers; password protecting files to reduce risks of modifying data and using CAPTCHA™ to confirm human responses
- extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
- documenting the attributes of complex objects and processes using a data dictionary
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- considering different algorithms and selecting the most appropriate based on the type of problem, for example choosing appropriate algorithms for particular problems
- selecting different types of data structures such as an array, record and object to model structured data
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- managing and modifying the development of a solution, for example using software to record and monitor project tasks, responsibilities and timeframes and to organise continuous opportunities to review progress with collaborative partners and to conduct regular unit testing
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- examining policies and processes for ensuring safe blood practices when participating in physical activities
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- examining local fast-food options, making healthy selections and advocating healthy choices to peers
- exploring external influences on sexuality and sexual health behaviours, and recognising the impact that decisions and actions can have on own and others’ health and wellbeing
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- Hist 9: Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
- investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
- Hist 9: Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
- Hist 9: The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism
(ACDSEH142)
- investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
- Hist 9: The significance of ONE key event that involved the Asian society and European power(s), including different perspectives of the event at the time (ACDSEH141)
- Hist 9: Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
- outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, ‘The Mongolian Octopus’)
- Hist 9: Living and working conditions in Australia around the turn of the twentieth century (that is 1900) (ACDSEH090)
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
- Hist 9: Identify and locate relevant sources, using ICT and other methods (ACHHS168)
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS171)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- investigating the role of human agency in historical events and developments
- analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Hist 10: Identify and locate relevant sources, using ICT and other methods (ACHHS186)
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 9: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
- developing categories for sorting information from surveys about people’s views on political or legal issues
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- comparing and contrasting the varying policies of different political groups on an issue
- applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- developing and using criteria to evaluate the suitability of data in an investigation about Australia’s international involvements
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- organising the data and information collected into a form that shows the different perspectives around an issue/event (for example, the impact of global events on participants in the Australian economy)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- identifying and comparing possible alternatives to address a problem such as how to manage over-indebtedness
- evaluating the costs and benefits of a range of alternatives such as strategies for a business seeking to remain competitive in the global market
- E&B 9: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- applying enterprising behaviours to class and everyday activities (for example, by taking on a leadership role in a project, establishing goals that are meaningful and realistic, accepting responsibility)
- applying different strategies for mitigating risks, such as using procedures for safe and secure online banking and shopping (for example, checking bank/credit card statements; using credible, secure websites)
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- interpreting a range of measures of economic performance and standards of living to identify differences within and between economies
- analysing information to make informed choices (for example, when purchasing goods and services)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- evaluating different types of loans to estimate the short- and long-term financial implications of each
- applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)
- using appropriate indicators of economic performance to explain variations across economies
Elaborations only
- English 9: Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
- investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups
- English 9: Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context
(ACELT1634)
- discussing, debating and evaluating the cinematic qualities and success of a film or new versions of a film
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- evaluating techniques used to construct plot and create emotional responses such as comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified points with examples
- English 9: Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
- identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
- English 9: Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
- experimenting with ways to present personal viewpoints through innovating with texts
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- looking at a range of texts to consider how the use of a structural device, for example a female narrator, may influence female readers/viewers/listeners to respond sympathetically to an event or issue
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- reflect on the authors who have influenced students’ own aesthetic style and evaluate their impact
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- English 10: Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
- investigating differences between spoken and written English by comparing the language of conversation and interviews with the written language of print texts
- English 10: Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects (ACELA1567)
- analysing and experimenting with combinations of graphics, text and sound in the production of multimodal texts such as documentaries, media reports, online magazines and digital books
- Maths 9: List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
- conducting two-step chance experiments
- Maths 10: Solve problems involving linear equations, including those derived from formulas (ACMNA235)
- representing word problems with simple linear equations and solving them to answer questions
- Maths 10: Solve linear inequalities and graph their solutions on a number line
(ACMNA236)
- representing word problems with simple linear inequalities and solving them to answer questions
- Maths 10: Solve problems involving parallel and perpendicular lines (ACMNA238)
- solving problems using the fact that parallel lines have the same gradient and conversely that if two lines have the same gradient then they are parallel
- solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular
- Maths 10: Solve linear equations involving simple algebraic fractions (ACMNA240)
- solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
- representing word problems, including those involving fractions, as equations and solving them to answer the question
- Maths 10A: Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
- using formulas to solve problems
- Maths 10A: Solve simple trigonometric equations (ACMMG275)
- using periodicity and symmetry to solve equations
- Science 9: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
(ACSIS170)
- suggesting more than one possible explanation of the data presented
- Science 9: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS171)
- identifying alternative explanations that are also consistent with the evidence
- Science 10: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS205)
- identifying alternative explanations that are also consistent with the evidence
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- identifying and analysing dance styles and traditions and applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
- refining technical skills in response to self-reflection to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- responding to feedback and using self-evaluation to vary and modify motifs, structure and form
- Dance 9-10: Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
- identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions and dialogue to engage audience expectations
- exploring, reworking and refining the dramatic action through rehearsal and honing expressive performance skills for effective audience engagement
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- exploring realistic, non-realistic, innovative and hybrid dramatic forms and performance styles
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- Media 9-10: Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style
(ACAMAM075)
- refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
- designing media artworks to communicate with a particular audience, for example, applying genre conventions or refining use of sound and movement
- trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- Music 9-10: Perform music applying techniques and expression to interpret the composer’s use of elements of music
(ACAMUM103)
- recognising the influence of social, cultural and historical developments and incorporating these into their performance
- using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- using innovative thinking as they explore the capabilities of digital and virtual technologies to resolve design and planning problems
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- considering how creativity, innovation and enterprise contribute to how products, services and environments evolve, for example how designers use biomimicry, the ways plant and animal adaptations can be copied to solve human challenges, such as the Japanese building Sendai Mediatheque based on seaweed-like tubes
- exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
- analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- developing and implementing proposals to enhance the wellbeing of staff and students in the school
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- using knowledge of results feedback to support another student in performing a skill with greater accuracy or control
- using ICT to record others’ performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli
- Hist 9: The population movements and changing settlement patterns during this period (ACDSEH080)
- investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
- Hist 9: The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
- investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
- Hist 9: Reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
- investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
- Hist 9: The role of an individual or group in the promotion of ONE of these key ideas, and the responses to it, for example from workers, entrepreneurs, land owners, religious groups (ACDSEH087)
- explaining responses to particular ideas (for example, how religious groups responded to ideas in Charles Darwin’s 1859 book
- Hist 9: Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
- investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
- investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
- Hist 9: Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
- investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
- Hist 9: An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
- investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
- Hist 9: The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
- using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
- exploring the experiences of Aboriginal and Torres Strait Islander people during the war
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
- representing the relationship between events in different times and places using interactive timelines
- Hist 10: Overview of the causes and course of World War II (ACDSEH024)
- outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028)
- outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
- using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- explaining the context of a source such as the
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- Geo 9: The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
- comparing students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous and non-Indigenous peoples, and reflecting on the differences
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- comparing maps showing transport networks with survey responses on personal mobility
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- creating a map to show measures of environmental change, using a spatial technologies application
- C&C 9: The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
- categorising sample cases in relation to the courts in which they would be heard (for example, cases from criminal, consumer, family, human rights and environmental law)
- C&C 9: The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)
- examining factors that can undermine the application of the principles of justice (for example, bribery, coercion of witnesses, trial by media and court delays)
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)
- identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander Peoples
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- discussing the implications of living in an interconnected world and what this could mean for active and informed citizenship
- C&C 10: The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090)
- categorising the key features of Australia’s system of government (for example, democratic elections and the separation of powers) and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India or Indonesia
- interviewing people with connections to a country in the Asia region to compare the values they associate with the system of government in that country with those of Australia
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- examining the jurisdiction of the High Court
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- generating ideas about possible class or school projects and collaboratively developing a plan to guide the project
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- identifying examples of government intervention that aim to redistribute income (for example, pensions, youth allowance and job search), and goods and services such as health care and education
- E&B 10: Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)
Seek solutions and put ideas into action
Level 2: investigate options and predict possible outcomes when putting ideas into action
Content descriptions
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
- English 1: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
(ACELY1660)
- using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
- English 1: Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
- English 1: Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
- creating digital images and composing a story or information sequence on screen using images and captions
- English 2: Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
- experimenting with and combining elements of software programs to create texts
- Maths 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
- Maths 2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
- Maths 2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
- Maths 2: Solve problems by using number sentences for addition or subtraction (ACMNA036)
- Science 1: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024)
- using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
- Science 2: Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037)
- using the senses to explore the local environment to pose interesting questions, make inferences and predictions
- HASS 1: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI020)
- HASS 2: Sort and record information and data, including location, in tables and on plans and labelled maps (ACHASSI036)
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class news bulletin.
- creating, rehearsing and recording a radio play and seeking permission to share it with another class
- producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using cameras in the room
- Media F-2: Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR057)
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns
- improvising patterns of body movement, such as clapping or stamping, and creating accompaniments to familiar music
- improvising with voices and sound sources to express actions, thoughts and feelings
- creating and improvising music using technologies
- Music F-2: Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)
- sharing constructive observations about music from a range of cultures as a performer and audience member
- Visual F-2: Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists
(ACAVAM106)
- trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination
- identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia
- Visual F-2: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
- comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
- Visual F-2: Create and display artworks to communicate ideas to an audience
(ACAVAM108)
- sharing ideas with their classmates about the representational choices they made in their artwork
- talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom
- Visual F-2: Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions
- acknowledging the role of artist and audience as they start to interpret meaning in artworks
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- describing how design ideas meet the needs of those who will use the solution
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
(ACTDEP008)
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- suggesting areas for design improvement
- D&T F-2: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
- checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment
- using lists or storyboarding when planning and making, for example when planning an electronic planting calendar
- recording the procedure for making a product, for example a recipe or instructions for making a container
- DT F-2: Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)
- collecting, and sorting data through play, for example collecting data about favourite toys and sorting them into categories such as toys they like or dislike
- locating and purposefully using visual or text data, for example searching through a digital photo library to select an image, taking into account cultural considerations such as awareness of appropriate use of images and audio recordings of deceased persons
- exploring and creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
- using digital systems to organise data to improve meaning, for example using word processing software to create a list of tasks or visualisation software to create a mind map (diagram) showing relationships between characters in a story
- using common software to present data creatively, for example as a slideshow, movie, sounds, image, chart, word art, poster or drawing
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- writing and entering a simple set of instructions jointly to sequence events and instructions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
- presenting a sequence of instructions or events in a series of slides or screens with text and pictures
- HPE 1-2: Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
- identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses
- predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
- HPE 1-2: Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
- examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
- HPE 1-2: Propose a range of alternatives and test their effectiveness when solving movement challenges
(ACPMP031)
- predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective
- reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully
Elaborations only
- English 1: Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
- imitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts
- English 1: Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
- using different types of texts, for example procedures (including recipes) and discussing the text structure
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- drawing, writing and using digital technologies to capture and communicate favourite characters and events
- English 2: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
- investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- using appropriate simple and compound sentence to express and combine ideas
- using vocabulary, including technical vocabulary, appropriate to text type and purpose
- English 2: Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)
- experimenting with presentation strategies such as pitch, volume and intonation
- Maths 1: Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)
- using place-value patterns beyond the teens to generalise the number sequence and predict the next number
- Science 1: Everyday materials can be physically changed in a variety of ways (ACSSU018)
- predicting and comparing how the shapes of objects made from different materials can be physically changed through actions such as bending, stretching and twisting
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- experimenting with the elements of space, time, dynamics and relationships through movement, for example, considering levels, tempo and dynamics
- taking photos or videoing dance sequences to view and extend their dance ideas
- Dance F-2: Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
- exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region
- using expressive skills to engage the audience, for example, looking out to audience and using facial expression
- presenting their dance in a digital format
- Drama F-2: Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027)
- taking part in purposeful dramatic play focusing on experiencing the roles and situations they create
- taking turns in offering and accepting ideas, and staying in role in short improvisations
- taking photos or videoing drama they devise to view and extend their drama ideas
- Drama F-2: Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR030)
- connecting to and sharing drama experiences through available digital access
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- communicating verbally by using the voice to explore and show role and situation
- communicating non-verbally by using facial expression and movement to explore and show role and situation
- manipulating objects, puppets, 2D images and available technologies to create stories
- Music F-2: Sing and play instruments to improvise, practise a repertoire of chants, songs and rhymes, including songs used by cultural groups in the community (ACAMUM081)
- practising techniques for singing songs and playing classroom instruments
- singing and playing music to explore the expressive possibilities of their voices and instruments
- practising and performing music using accessible technologies
- learning a song used by groups in the local community, such as Aboriginal songs or Torres Strait Islander songs from their community, respecting cultural protocols
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
- combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
- exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
- developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
- exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
- experimenting with techniques to combine or alter materials to satisfy a function
- D&T F-2: Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)
- identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment
- assembling components of systems and checking they function as planned, for example when making a musical instrument
- DT F-2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
- constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- experimenting with different ways of representing patterns, for example using materials, sounds, movements or drawing
- DT F-2: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)
- recognising and discussing the need for cyber-safety when using online information systems, for example recognising that shared personal information can be used for undesirable purposes and that using a password is a means of protecting identity
- discussing how a range of information systems support personal needs and impact on others, for example text to speech software for people with vision loss
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
- planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
- making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
- participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
- creating their own positive health message and sharing it with the class
- HPE 1-2: Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
- identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- performing fundamental movement skills involving controlling objects with equipment and different parts of the body
- demonstrating balances and describing what helps to maintain stable positions
- demonstrating changes in speed, direction and level of movement in response to changes in music tempo
- creating, following, repeating and altering movement sequences and games in response to rhythm, music or words
- HPE 1-2: Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
- performing movements under, over, through and between objects, people and equipment
- demonstrating how they can balance on different parts of the body and make different shapes
- HPE 1-2: Use strategies to work in group situations when participating in physical activities (ACPMP030)
- suggesting and trialling how a game can be changed so that everyone can be involved
Level 3: experiment with a range of options when seeking solutions and putting ideas into action
Content descriptions
- English 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
- using print and digital resources to gather information about a topic
- using appropriate simple, compound and complex sentences to express and combine ideas
- using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas
- English 3: Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
- English 4: Create literary texts that explore students’ own experiences and imagining (ACELT1607)
- drawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding characters or changing their personalities, or offering an alternative point of view on key ideas
- English 4: Create literary texts by developing storylines, characters and settings (ACELT1794)
- collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- making connections between the text and students’ own experience and other texts
- making connections between information in print and images
- building and using prior knowledge and vocabulary
- bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
(ACELY1694)
- using research from print and digital resources to gather ideas, integrating information from a range of sources; selecting text structure and planning how to group ideas into paragraphs to sequence content, and choosing vocabulary to suit topic and communication purpose
- using appropriate simple, compound and complex sentences to express and combine ideas
- using grammatical features including different types of verb groups/phrases, noun groups/phrases, adverb groups/phrases and prepositional phrases for effective descriptions as related to purpose and context (for example, development of a character’s actions or a description in a report)
- English 4: Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- Maths 3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
- Maths 3: Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
- Maths 3: Create and interpret simple grid maps to show position and pathways (ACMMG065)
- creating a map of the classroom or playground
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- Maths 4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- Maths 4: Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Science 3: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
- working in groups to discuss things that might happen during an investigation
- Science 3: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
- Science 4: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
- reflecting on familiar situations to make predictions with teacher guidance
- Science 4: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
- working in groups, with teacher guidance, to plan ways to investigate questions
- HASS 3: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI054)
- using information technologies to record and organise information in tables, databases and digital concept maps (for example, creating a consequence chart to show what happens when school rules are not followed, or when human settlement damages a component of the natural environment)
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)
- considering the findings of an inquiry when developing a plan of action to achieve a set goal (for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose)
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions (ACHASSI075)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment
- selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- writing about and discussing with others the meaning and intended purposes of their own dance using dance terminology
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- identifying meaning and describing purposes in drama from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances
- writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event
- taking a series of photographs that show themselves and their friends as comic superheroes and villains through setting, costume and body language
- constructing realistic representations of the classroom or other community locations and then constructing fictional versions of the same space
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- storyboarding and filming a short sequence showing a conflict, selecting camera angles, lighting and costume to convey meaning without dialogue
- planning and scripting a radio advertisement for a school event with respect for the rules and image the school seeks to promote
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- comparing media artworks made for different purposes using appropriate language, and identifying possible differences in audiences’ interpretations
- examining media artworks in their community and comparing these to other media artworks commemorating different people, times and cultures
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- exploring given rhythm and pitch patterns, structures or timbres to improvise and create music
- using notation to represent sound and record ideas, such as inventing a graphic score to represent sounds of the environment
- improvising and trialling ideas to create compositions for specific audiences and purposes
- creating, sourcing and organising music using a range of accessible technologies
- Music 3-4: Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
- identifying meaning and describing purposes in music from different social, cultural or historical contexts
- comparing the expectations and requirements of performers and audiences in different cultural settings
- examining music in their community and comparing it to other music of different people, times and cultures
- writing about how they have used the elements of music when composing and performing and discussing with others the meaning and intended purposes of their compositions
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
- comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
- examining public art in their community and comparing it to other artwork commemorating different people, times and cultures
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- examining models to identify how forces and materials are used in the design of a toy
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- critiquing and selecting appropriate joining techniques for materials to produce working models
- exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
- examining the structure and production of everyday products, services and environments to enhance their own design ideas
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- exploring ways of joining, connecting and assembling components that ensure success
- generating a range of design ideas for intended products, services, environments
- identifying the properties of materials needed for the designed solution
- visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
- planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
- D&T 3-4: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- determining planning processes as a class, for example recording a procedure or creating time plans
- managing time and resource allocation throughout production, for example materials, tools, equipment and people
- sequencing steps to collaboratively produce a designed solution
- DT 3-4: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region
- DT 3-4: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
- improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
- using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
(ACTDIP011)
- designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- HPE 3-4: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
- exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- transferring and applying skills to solve movement challenges
- testing alternative responses to movement challenges and predicting the success or effectiveness of each
- posing questions to others as a strategy for solving movement challenges
- drawing on prior knowledge to solve movement challenges
Elaborations only
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
(ACELY1680)
- making connections between the text and students own experience and other texts
- making connections between the information in print and images
- making predictions and asking and answering questions about the text drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic
- using text features and search tools to locate information in written and digital texts efficiently
- making considered inferences taking into account topic knowledge or a character’s likely actions and feelings
- English 3: Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
- using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign
- English 3: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
- using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends
- English 4: Identify features of online texts that enhance readability including text, navigation, links, graphics and layout
(ACELA1793)
- participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information
- English 4: Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- sharing views using appropriate metalanguage (for example ‘The use of the adjectives in describing the character really helps to create images for the reader’)
- English 4: Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- English 4: Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, class discussions and presentations
- Science 3: A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
- predicting the effect of heat on different materials
- Science 3: Science involves making predictions and describing patterns and relationships (ACSHE050)
- making predictions about change and events in our environment
- Science 4: Living things depend on each other and the environment to survive (ACSSU073)
- predicting the effects when living things in feeding relationships are removed or die out in an area
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- Dance 3-4: Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
- exploring the elements of dance to communicate ideas clearly, such as telling cultural stories in a dance with or without music; for example, travelling lightly using hands and feet to represent a bilby, or skipping vigorously and at a high level to express joy, or rolling softly on the floor using different body shapes to represent shells washed by the sea
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- making improvisations that explore issues and ideas using empathy
- using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers, for example, establishing time and place and the roles and characters in the drama
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension
- sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces
- planning and rehearsing their drama for a live or virtual performance
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- using movement to demonstrate an understanding of musical form, changing actions as the music changes
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- rehearsing and performing music in unison and with accompaniment patterns
- rehearsing and performing music using a range of technologies
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
- exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
- using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- demonstrating safe, responsible and cooperative work practices when making designed solutions
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
- organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school
- managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
- discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
- making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- creating an online connection with another school and identifying similarities and differences between students
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- accessing different sources of health information and examining the accuracy of these sources
- HPE 3-4: Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
- creating promotional posters to display around the school containing positive health and physical activity messages
- exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity
(ACPPS042)
- planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- exploring and practising different techniques to propel objects towards a target
- performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
- performing routines incorporating different jumping techniques and connecting movements
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- planning and performing strategies to be successful in tag and dodge games
- participating in physical activities which require problem-solving to achieve a goal
- using different equipment to create an original game or movement challenge
Level 4: assess and test options to identify the most effective solution and to put ideas into action
Content descriptions
- English 5: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609)
- posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm
- English 5: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
- drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement
- using vocabulary, including technical vocabulary, appropriate to purpose and context
- using paragraphs to present and sequence a text
- using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions
- English 5: Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)
- using rhetorical devices, images, surprise techniques and juxtaposition of people and ideas and modal verbs and modal auxiliaries to enhance the persuasive nature of a text, recognising and exploiting audience susceptibilities
- English 6: Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- Maths 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- Maths 5: Solve problems involving division by a one digit number, including those that result in a remainder
(ACMNA101)
- using the fact that equivalent division calculations result if both numbers are divided by the same factor
- Maths 5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- Maths 6: Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126)
- solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
- modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes
- Maths 6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
- Maths 6: Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- Science 5: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- applying experience from similar situations in the past to predict what might happen in a new situation
- Science 5: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS086)
- Science 6: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- Science 6: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
- HASS 5: Work in groups to generate responses to issues and challenges (ACHASSI102)
- participating in a relevant democratic process (for example, in class votes, mock parliament, school decision-making processes such as student councils)
- discussing the priorities and ethics evident in past decisions (for example, in clearing of native vegetation for farming, in stealing food to survive)
- applying enterprising and collaborative behaviours in a group activity (for example, working with others to make decisions about the best way to compare prices of products)
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- HASS 6: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI124)
- HASS 6: Work in groups to generate responses to issues and challenges (ACHASSI130)
- planning a project, campaign or enterprise around an identified challenge with specification of the sequence of tasks and activities, responsibilities and deadlines
- participating collaboratively on committees, in an enterprise or a simulated parliament taking responsibility for respectful interactions with others
- applying enterprising behaviours (for example, taking on a leadership role in a project, working with others to make decisions)
- brainstorming solutions to an issue that is significant to a group and using negotiation to reach consensus on a preferred approach to resolving the issue
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- Dance 5-6: Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
- discussing the purpose of movements, elements of dance, production elements, and use of projection and focus, and how these affect the mood of audience and the relationship between dancers and the audience
- identifying and discussing meanings and significance intended by the choreographer’s use of movement, space and energy, referring to their knowledge of the context in which the dance was created, for example, an Aboriginal or Torres Strait Islander dance, a Chinese ribbon dance, or a Sumatran tambourine dance
- discussing social and cultural influences to recognise the role of dance and dancers in societies, cultures, environments and times, for example, conventions of a Kecak dance from Bali, or the protocols for performing Aboriginal and Torres Strait Islander dance, including when it is not able to be viewed
- accessing real or virtual performances that are representative of different times and places and comparing how elements of dance and production elements communicate meaning in each
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- talking and writing about drama from other places and times and how it might or does contribute to their own drama, and how cultural understandings shape meanings in drama
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community
- designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue
- selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
- discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment
- describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
- discussing issues around safety and sensitivity in relation to acceptable and unacceptable use and/or reference to personal and cultural images, sounds and texts when making and publishing media artworks
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- identifying and describing features of rhythm, melody and structure that create effects in their improvisations
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- organising, developing and refining ideas by experimenting with structure
- Music 5-6: Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
- discussing personal preferences for music from a range of contexts and cultures, using music terminology
- providing and responding to feedback to refine performances and compositions
- identifying and comparing how the elements of music are used and combined in different music styles from different cultures
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- explaining the artistic vision of artists from different contexts, particularly referencing the meaning their artworks convey, for example, Aboriginal rock art, graffiti art, Egyptian art
- expressing an opinion about the way numerous artists communicate multiple viewpoints through their artwork
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
- reflecting on the importance of aesthetics, function and sustainability in product design, for example a textile product that gives protection and is appealing; a motor that moves a vehicle and uses a sustainable power source
- identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- producing models using materials, tools and equipment to show how to control movement, sound or light
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
- using current food guides and government-endorsed food policies to plan food choices
- experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- exploring the steps involved in the process to satisfy a design brief, need or opportunity
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior knowledge, skills and research
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
- setting milestones for production processes and allocating roles to team members
- outlining the planning and production steps needed to produce a product, service or environment using digital technologies
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
- exploring how division by two can be used as a technique to determine the binary representation of any whole number by collecting remainder terms
- representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
- selecting and using peripheral devices suitable to the data, for example using a data probe to collect data about changing soil temperatures for plants, interpreting the data and sharing the results as a digital graph
- using software to automate calculations to help with interpreting data, for example using functions to make arithmetic calculations using multiple cells and summing cell ranges
- acquiring data from online sources by narrowing the focus, for example filtering data using provided options or performing queries using advanced search functions
- using data visualisation software to help in interpreting trends, for example uploading data to a web application and building a visualisation of the dataset
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users
- using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
- programming a robot to operate independently, for example to find its way out of a maze
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
- applying criteria to online information to assess the credibility of the information and its relevance to peers
- creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
- proposing and implementing opportunities to increase their physical activity levels at school and at home
- selecting and practising appropriate responses to promote safety in different situations, including water- and traffic-related situations
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- proposing and implementing actions and protective behaviours that promote safe participation in physical activities
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
- devising strategies and formulating plans to assist in successfully performing new movement skills
Elaborations only
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- selecting and using texts for their pertinence to the task and the accuracy of their information
- using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
- reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations
- using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students’ own responses to the contributions of others
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- using strategies, for example pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions
- exploring personal reasons for acceptance or rejection of opinions offered and linking the reasons to the way our cultural experiences can affect our responses
- English 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- using technologies to collaboratively prepare a humorous, dynamic group view on a debatable topic, such as ‘Kids should be allowed to read and view what they like,’ to be presented to teachers and parents
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- using prior knowledge and textual information to make inferences and predictions
- English 6: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
- knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example ‘She ate her lunch’ compared to ‘She gobbled up her lunch’)
- knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening(for example, ‘At nine o’clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)
- knowing the difference between the simple present tense (for example ‘Pandas eat bamboo.’) and the simple past tense (for example ‘She replied.’)
- knowing that the simple present tense is typically used to talk about either present states (for example, ‘He lives in Darwin’) or actions that happen regularly in the present (for example, ‘He watches television every night’) or that represent ‘timeless’ happenings, as in information reports (for example, ‘Bears hibernate in winter’)
- knowing that there are various ways in English to refer to future time, for example auxiliary ‘will’, as in ‘She will call you tomorrow’; present tense, as in ‘Tomorrow I leave for Hobart’; and adverbials of time, as in ‘She arrives in the morning’
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
- modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
- Maths 6: Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124)
- understanding that integers are …-3, -2, -1, 0, 1, 2, 3,…..
- Maths 6: Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
- designing a school or brand logo using transformation of one or more shapes
- Maths 6: Compare observed frequencies across experiments with expected frequencies (ACMSP146)
- predicting likely outcomes from a run of chance events and distinguishing these from surprising results
- Maths 6: Construct simple prisms and pyramids (ACMMG140)
- constructing prisms and pyramids from nets, and skeletal models
- Maths 6: Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)
- conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
- Science 5: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)
- discussing in groups how investigations can be made as fair as possible
- Science 5: Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)
- discussing how models represent scientific ideas and constructing physical models to demonstrate an aspect of scientific understanding
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- improvising new movement to communicate ideas in response to stimulus, for example, exploring the relationship of close proximity of dancers grouped together to represent overcrowded cities
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- exploring physical, fictional and emotional space to create characters and situations and imagined feelings
- manipulating dramatic action and use of available theatre technologies to create different meanings
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- showing understanding of the purpose of rehearsing drama and the need for collaboration and group work
- using available software and applications to plan for playbuilding and to create scripts
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- identifying and applying the conventions and layout of web page design to engage and interact with a particular audience
- editing a chase sequence, adding music to heighten the action and tension
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing a range of unison and part music individually and in ensemble to develop contrast in music they sing and play
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- improvising, rehearsing and performing using technologies
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- D&T 5-6: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
- matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
- working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
- manipulating materials with appropriate tools, equipment and techniques, for example when preparing food, cultivating garden beds, constructing products
- DT 5-6: Design a user interface for a digital system
(ACTDIP018)
- applying the principles and elements of design to a set of requirements in order to produce a user interface for a system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer’s attention to an event or action
- generating and considering alternative designs for a user interface, for example sketching different concepts for a splash screen of a game or interactive multimedia experience
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- using sustainability criteria to explain how well students’ solutions meet requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
- applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names
- developing a set of ‘rules’ about appropriate conduct, language and content when communicating online, and using these rules as a basis for resolving ethical dilemmas
- using digital systems to create web-based information taking into consideration referencing conventions, for example creating a blog, website or online learning space for sharing ideas
- using a range of communication tools to share ideas and information, for example participating in collaborative online environments
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- assessing the impact of different relationships on personal health and wellbeing
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- applying stability and locomotor skills to dodge and feint in different movement situations
- applying kicking, striking and throwing skills to propel an object and keep it in motion
- composing and performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
- performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
- HPE 5-6: Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing
(ACPMP064)
- participating in a range of physical activities and exploring their health, skill and fitness benefits
- HPE 5-6: Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
- proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
Level 5: predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
Content descriptions
- English 7: Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
- transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
- drawing on literature and life experiences to create a poem, for example ballad, series of haiku
- English 7: Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- using appropriate textual conventions, create scripts for interviews, presentations, advertisements and radio segments
- English 7: Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation
- English 8: Create literary texts that draw upon text structures and language features of other texts for particular purposes and effects (ACELT1632)
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
- Maths 7: Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
- exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
- Maths 7: Recognise and solve problems involving simple ratios (ACMNA173)
- Maths 7: Solve simple linear equations (ACMNA179)
- solving equations using concrete materials, such as the balance model, and explain the need to do the same thing to each side of the equation using substitution to check solutions
- Maths 7: Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
- Maths 7: Construct sample spaces for single-step experiments with equally likely outcomes (ACMSP167)
- Maths 8: Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
- Maths 8: Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
- Maths 8: Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- Maths 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
- solving real life problems by using variables to represent unknowns
- Maths 8: Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
- Maths 8: Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
- Maths 8: Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
- Maths 8: Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- Science 7: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- taking into consideration all aspects of fair testing, available equipment and safe investigation when planning investigations
- HASS 7: Organise, categorise and represent data in a range of appropriate formats using discipline-specific conventions, including different types of graphs, tables, field sketches and annotated diagrams, and maps at different scales (ACHASSI154)
- creating maps using computer mapping software or satellite images to show distributions and patterns (for example, to show the spatial distribution and patterns of liveability or the areas affected by a hydrological hazard in Australia and other parts of the world)
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- creating role and character by understanding and managing the underlying structure and intent of the drama
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- planning, organising and rehearsing dramatic action to stage devised and scripted drama, for example, arranging use of available theatre technologies and collaborating in rehearsal to stage drama for a clear and intended purpose and effect
- using feedback and evaluation when rehearsing, devising and scripting drama
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- creating multiple representations of the same person, place or concept in different media and for different intentions
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- combining established genre conventions such as framing in still and moving image, sound in radio play or audiovisual artworks, and font size, shape and colour in print
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution
- exploring genres such as narrative, non-narrative, experimental and documentary and making a trailer in a similar style
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- combining, adapting and manipulating images and objects from several sources
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making
- discussing and documenting their choices of representation to strengthen meaning and viewpoints in their artwork
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists
(ACAVAM120)
- imagining and refining their visual and spatial representations of the world, combining a variety of technologies
- problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
- developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
- annotating their own and others’ art making intentions through, for example, keeping a written or digital journal, or portfolio
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- demonstrating awareness of safe studio practices, for example, designing safety posters, or producing film clips
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- identifying factors that may hinder or enhance project development, for example intercultural understanding
- developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- identifying risks and how to avoid them when planning production
- investigating the time needed for each step of production
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
- using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
- using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing and modifying digital solutions by implementing instructions contained in algorithms through programs
- developing a digital game that manipulates models of real-world objects
- programming a robot to recognise particular objects and to treat them differently, for example choose objects based on colour
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander Peoples
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- discussing policies about the use of information systems in a range of settings, for example using mobile phones for learning and accessing social media websites at school
- organising the instructions and files in readiness for implementation of a solution, for example applying a file naming convention to all data files that are going to be used to create solutions
- devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
- HPE 7-8: Investigate the impact of transition and change on identities (ACPPS070)
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- exploring skills and strategies needed to communicate and engage in relationships in respectful ways
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
- HPE 7-8: Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
- designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- performing a range of movements and analysing technique based on understanding of take-off, body position and landing
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
- Hist 7: Identify and locate relevant sources, using ICT and other methods (ACHHS208)
- compiling a list of different sources (for example, papyrus scrolls, coins, statues, human remains)
- using web search techniques to refine a search for information/images related to a historic site (for example, use of place names, dates and search words such as ‘photo gallery’)
- Hist 7: Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
- creating categories (that is, concepts) with which to organise information obtained from sources
- Hist 8: Identify and locate relevant sources, using ICT and other methods (ACHHS151)
- compiling a list of different sources needed in an inquiry and their possible locations
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- creating categories to organise the information obtained from sources
- designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- constructing tables, graphs, maps and diagrams to represent the data collected about water scarcity and liveability of places
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- constructing tables and graphs of demographic or economic data for Australia or China
- C&C 7: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS058)
- C&C 8: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS072)
- working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- applying enterprising behaviours to a class activity (for example, by taking on a leadership role in a project, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- demonstrating an understanding of their rights as consumers when buying an item or returning it to the store
Elaborations only
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features
- English 7: Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
- investigating changes in word use and meaning over time and some of the reasons for these changes, for example the influence on spelling and vocabulary of new forms of communication like texting, emoticons and email
- Maths 7: Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of whole numbers by comparing their prime factorisation
- Maths 8: Develop the conditions for congruence of triangles (ACMMG201)
- solving problems using the properties of congruent figures
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- exploring how human management of water impacts on the water cycle
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- identifying and demonstrating distinct stylistic characteristics of dance, for example, body posture and attitude within various styles such as contemporary, musical theatre and hip hop (including Asian examples)
- using evaluation and rehearsal strategies to enhance confidence, clarity of movement, projection, focus and musicality in performance
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- accessing and researching directors’ works through real or virtual performances to analyse directors’ interpretations of scripted drama and considering implications for their own work
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- performing roles using conventions relevant to the performance style
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- performing the role within the underlying dramatic structure
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- discussing and documenting their choices of representation to strengthen meaning in their media artworks
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- singing and recognising intervals and melodic patterns to extend music ideas in improvisation and composition
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- arranging a familiar piece into a different musical style by manipulating the elements of music
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- discussing different opinions and perspectives about music and strategies to improve and inform music making
- Music 7-8: Perform and present a range of music, using techniques and expression appropriate to style
(ACAMUM096)
- using the features and performance practices to interpret a specific musical style
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- comparing and contrasting different representations and interpretations of Country/Place from a range of viewpoints and contexts, for example, researching and comparing the representation of Aboriginal and Torres Strait Islander Peoples and colonists in artworks from and about 1788
- recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
- calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- planning and making quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques
- examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming vegetables
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- explaining how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food, for example the browning of cut fruit, the absorption of water when cooking rice
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- considering how to improve technical expertise
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- developing technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
- identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
- visualising data to create information, for example identify trends and outlier data from spreadsheets using plots, or displaying geocoded data on a map
- applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- exploring different viewpoints, practising being empathetic and considering alternative ways to respond
- exploring the impact of different ways of communicating, how these impact on emotions and can show respect (or not) for self and others
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- practising ways to communicate concerns about their health to a variety of support people
- proposing ways to support others who are going through a challenging time
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- collaborating with peers to suggest strategies they could use in emergencies
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- travelling, marking and intercepting to achieve and retain possession
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- HPE 7-8: Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
- adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
- reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- generating alternative explanations for the building of the pyramids at Giza
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- Hist 7: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
- outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
- describing the social structure of the ancient society, using evidence from sources such as artwork and written accounts
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 7: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214)
- creating an audiovisual presentation, using ICT, to recreate and show the specific features of an ancient battle, temple, pyramid complex or burial site
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
- Hist 8: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)
- using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
- Hist 8: Sequence historical events, developments and periods (ACHHS148)
- placing historical events in sequence to identify broader patterns of continuity and change (for example, the Polynesian expansion across the Pacific; the stability of the Angkor/Khmer Empire over many centuries)
- Hist 8: Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
- creating an oral presentation, supported by audiovisual material, to recount the life of Temujin (Genghis Khan) and to explain his contribution to the Mongol world
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- using a range of methods, including digital technologies, to plan and conduct an information search about the quantity and variability of water in Australia and another country from another continent
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, ensuring a sustainable supply of water, after considering the possible outcomes for different groups)
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- using a range of methods including digital technologies to plan and conduct an information search about reasons for and effects of internal migration in Australia
- Geo 8: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
- conducting ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- proposing actions to respond to geographical issues related to environmental and economic sustainability (for example, urbanisation)
- C&C 7: Identify, gather and sort information and ideas from a range of sources (ACHCS055)
- using a range of sources of information to show religious diversity in Australia, such as articles, graphs, charts and statistics
- C&C 7: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059)
- using appropriate terms and concepts such as rule of law, separation of powers and secular nation
- using digital technologies and graphic displays for a specific audience, purpose and context (for example, to argue the case for a constitutional change)
- C&C 8: How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
(ACHCK062)
- investigating examples where citizens have taken direct action such as organising a public demonstration or social media campaign
- analysing how opinion polls are conducted and the ways they are used in democratic debate
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- examining language choices in a range of texts to identify purpose, audience and reliability (for example, those used by candidates in an election campaign or by a lobby group)
- using a variety of sources to develop conclusions about Australian national identity
- C&C 8: Appreciate multiple perspectives and use strategies to mediate differences (ACHCS071)
- using culturally inclusive behaviours during class discussions and meetings
- C&C 8: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS073)
- using appropriate terms and concepts such as ‘freedoms’, ‘responsibilities’, ‘statutory law’ and ‘customary law’
- creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work)
- E&B 8: The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
- identifying who is involved in the market system in Australia and explaining how the market operates through the interactions of the participants (for example, household, business, finance, and government sectors)
- identifying different types of markets that operate in Australia such as retail markets, labour markets, financial markets, stock markets
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- predicting changes to work in the future and possible outcomes (for example, ‘What could be the effect of a changing attitude to work–life balance or the decline of some industries?’)
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- organising and categorising data and/or information (for example, constructing a table showing the differences between types of businesses)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
Level 6: assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
Content descriptions
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- choosing vocabulary, spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification to meet the perceived audience needs
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- using graphics and text animations to accompany spoken text, for example presenting a news item suitable for a current affairs program that aligns image to spoken text, or establishing humour by creating a disjunct between sound, image and spoken text
- English 9: Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)
- English 9: Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- English 10: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- using assumptions about listeners, viewers and readers to try to position them to accept a particular point of view
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- Maths 9: Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
- Maths 9: Solve problems involving simple interest (ACMNA211)
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- Maths 9: Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
- Maths 9: Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
- connecting the volume and capacity of a cylinder to solve authentic problems
- Maths 9: Solve problems involving the surface area and volume of right prisms (ACMMG218)
- solving practical problems involving surface area and volume of right prisms
- Maths 9: Solve problems using ratio and scale factors in similar figures (ACMMG221)
- Maths 10: Solve simple quadratic equations using a range of strategies (ACMNA241)
- using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula and choosing two integers with the required product and sum
- Science 9: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
- Science 10: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- planning, recording and communicating ideas in different musical styles, including Australian music by Aboriginal and Torres Strait Islander artists, using specialised notation and terminology
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- applying their understanding of traditional art, craft and design practices to plan the use of materials, technologies and processes in a contemporary context
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites
- examining and explaining the interaction between material properties and function of a common system, such as car brakes
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- investigating the interdependence of plants and animals in food and fibre production
- examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices
- determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food service
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- explaining safe working practices required for a specific classroom design project for individual or community use
- modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- producing, explaining and interpreting drawings; and planning production timelines using digital technologies
- creating production flowcharts using digital technologies to ensure efficient, safe and sustainable sequences
- establishing materials and equipment needs using digital technologies such as spreadsheets
- collaborating to develop production plans for equitable distribution of work
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- investigating the operation and use of robotic process control systems
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- developing strategies and techniques for capturing accurate and usable qualitative and quantitative data of different formats, for example using text entry for open-ended questions to acquire qualitative data; using radio buttons or checkboxes for closed questions to acquire quantitative data
- identifying strengths and weaknesses of collecting data using different methods, for example online surveys, face-to-face interviews, phone interviews, observation, blog entries in response to a posting, phone logs, browser history and online webcam systems
- developing strategies to ensure the privacy and security of survey data, for example using numbers rather than names as identifiers; password protecting files to reduce risks of modifying data and using CAPTCHA™ to confirm human responses
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- identifying the range of stakeholders who are associated with solutions but are not direct users and using techniques such as interviewing and reinterviewing to clarify needs
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
- developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- coding separate modules that perform discrete functions but collectively meet the needs of the solution
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- considering different algorithms and selecting the most appropriate based on the type of problem, for example choosing appropriate algorithms for particular problems
- selecting different types of data structures such as an array, record and object to model structured data
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks
- planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating the characteristics of positive, respectful relationships and the rights and ethical responsibilities of individuals in relationships
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- developing and implementing proposals to enhance the wellbeing of staff and students in the school
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
- creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- Hist 9: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
- representing the relationship between events in different times and places using interactive timelines
- placing key events in sequence (for example, the Boer War, 1899–1902; World War I, 1914–1918), and identifying parts of the world that were involved in, or affected by, those events
- Hist 9: Identify and locate relevant sources, using ICT and other methods (ACHHS168)
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- Hist 10: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
- using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
- Hist 10: Identify and locate relevant sources, using ICT and other methods (ACHHS186)
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
- debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- examining the United Nations Millennium Development Goals and their relationship to human wellbeing
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- Geo 10: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
- outlining how geographical information systems (GIS) are used in environmental management or in analysing spatial patterns of human wellbeing
- C&C 9: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS086)
- using skills associated with the negotiation process (stating your position clearly, active listening, highlighting strengths, applying reason and logic, identifying common ground)
- C&C 9: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
- considering the most appropriate democratic decision-making processes to reach a consensus, such as achieving an absolute majority
- C&C 10: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
- identifying civics and citizenship topics and issues that may involve dissent, uncertainty or be open to interpretation and debate (for example, international views on whaling and money laundering)
- using skills associated with the negotiation process (seeking to understand other views, applying reason and logic, building on common ground, isolating areas of difficulty, and recording agreements reached)
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue
- using democratic processes to decide on criteria that can be used to evaluate plans for action to addresses a civics and citizenship issue
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- E&B 9: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- applying enterprising behaviours to class and everyday activities (for example, by taking on a leadership role in a project, establishing goals that are meaningful and realistic, accepting responsibility)
- applying different strategies for mitigating risks, such as using procedures for safe and secure online banking and shopping (for example, checking bank/credit card statements; using credible, secure websites)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)
- using appropriate indicators of economic performance to explain variations across economies
Elaborations only
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- constructing questions to frame an analysis of differing representations on moral issues in texts, and including a critical analysis of a personal view in the overall analysis of the issue
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
(ACELT1815)
- using humour and drama as devices to entertain, inform and persuade listeners, viewers and readers
- Maths 9: List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225)
- conducting two-step chance experiments
- Maths 10: Solve problems involving linear equations, including those derived from formulas (ACMNA235)
- representing word problems with simple linear equations and solving them to answer questions
- Maths 10: Solve linear inequalities and graph their solutions on a number line
(ACMNA236)
- representing word problems with simple linear inequalities and solving them to answer questions
- Maths 10: Solve problems involving parallel and perpendicular lines (ACMNA238)
- solving problems using the fact that parallel lines have the same gradient and conversely that if two lines have the same gradient then they are parallel
- solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular
- Maths 10: Solve linear equations involving simple algebraic fractions (ACMNA240)
- solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
- representing word problems, including those involving fractions, as equations and solving them to answer the question
- Maths 10: Solve right-angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)
- applying Pythagoras’ Theorem and trigonometry to problems in surveying and design
- Maths 10A: Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
- using formulas to solve problems
- Maths 10A: Prove and apply angle and chord properties of circles (ACMMG272)
- performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
- proving results involving chords of circles
- Maths 10A: Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
- applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design
- Maths 10A: Solve simple trigonometric equations (ACMMG275)
- using periodicity and symmetry to solve equations
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- developing a personal movement vocabulary by combining elements of dance with finding new ways of moving, and establishing a personal style
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- establishing aspects of the dramatic action as symbolic, such as a suitcase being a person’s memories, a light symbolising hope
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- structuring the performance space to convey dramatic meaning and sense of style for an audience
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- taking part in a range of roles in sustained production work
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
- deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- using aural skills and memory to identify, sing and notate pitch and rhythm patterns, intervals and familiar chord changes
- improvising with instrumentation, dynamics and expressive techniques to develop the texture of a composition
- applying an aural understanding of key and tonality when improvising and composing
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- creating symbols and using varied traditional and invented notation and technology to communicate how they used the elements of music in composition
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- comparing music from different styles to identify and describe stylistic, cultural and historical practices and inform their own composition and performance practice
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- Music 9-10: Perform music applying techniques and expression to interpret the composer’s use of elements of music
(ACAMUM103)
- recognising the influence of social, cultural and historical developments and incorporating these into their performance
- using aural skills and reading notation to develop interpretation as they perform known and unknown repertoire in a range of styles
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- developing representations by combining and adapting materials, techniques, technologies and art making processes
- exploring and applying ideas inspired by the style of other artists in their own artworks
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- working individually and/or collaboratively with others to test and document audience reactions to selected artworks, for example, a selection of artworks that represent different aspects of persuasion
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- explaining the consequences of social, ethical and sustainability decisions for products, services and environments, for example a managed public environment such as a theme park
- predicting the impact of emerging technologies for preferred futures
- constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
- simulating simple, iterative processes, for example modelling compound interest or ecological models using a spreadsheet
- documenting the attributes of complex objects and processes using a data dictionary
- interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- responding to teacher and peer feedback to enhance performance
- using ICT to record others’ performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
- Hist 9: Use historical terms and concepts (ACHHS165)
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- using online conferencing and other forms of ICT to discuss historical questions and issues
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- using data from immigration records and processing them using ICT to identify historical trends over time
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
- comparing students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous and non-Indigenous peoples, and reflecting on the differences
- Geo 9: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS063)
- using a range of methods including digital technologies to plan and conduct an information search about human alteration to biomes in Australia and another country
- Geo 9: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS064)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to biomes, food production and security, interconnections or spatial change
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- discussing the concept of sustainability in relation to environmental functions
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- discussing the influence of people’s world views on programs for the management of the environmental change being investigated
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- comparing strategies in Australia and another country to manage the environmental change being investigated
- exploring the variety of solutions to similar environmental changes in different places
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- examining differences in indicators by gender across countries and within selected countries
- examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region
(ACHGK079)
- examining spatial data on human wellbeing in India to identify the regions of India with high and low levels of wellbeing, discussing identified patterns and explaining the differences
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different regions in a country of the Asia region
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale
(ACHGK080)
- researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different places in Australia
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- examining a national, state or community program to reduce regional inequalities in wellbeing in a country (for example, India)
- discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
- Geo 10: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
- planning methods of data collection to answer inquiry questions and evaluating questions for their geographical significance
- using a range of methods including digital technologies to plan and conduct an information search about the causes and consequences of change to environments
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development
- C&C 9: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS088)
- using appropriate terms and concepts such as jurisdictions, parliamentary majority and mandate
- using digital technologies to present an evidence-based argument for persuading an audience to a point of view
- C&C 9: The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
- investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
- C&C 9: The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
- creating a visual representation of the court jurisdictions in Australia
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- conducting an opinion poll using information technologies and analysing the results
- referencing a range of sources using an appropriate referencing system
- C&C 10: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS101)
- using appropriate terms and concepts such as conventions, international law, cohesive society and global citizen
- using a range of relevant evidence to persuade an audience to a point of view about how to sustain a resilient democracy
- C&C 10: The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations (ACHCK091)
- investigating Australia’s involvement with the United Nations (for example, representation in the organisation and adherence to conventions and declarations that Australia has ratified)
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- collecting relevant data and information (for example, researching the current Australian and global financial landscape or ways to manage financial risks and rewards)
- explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- identifying participants in the open Australian economy including household, business, finance, government and foreign sectors
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- collecting data and information from a variety of sources relevant to the issue or event being investigated
- E&B 10: Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)
Reflecting on thinking and processes
Analysis by subject
| Element | TOTAL | English | Maths | Science | HASS | Hist | Geo | C&C | E&B | Dance | Drama | Media | Music | Visual | DT | D&T | HPE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Think about thinking (metacognition) | CDs unelab Elabs orphan | 67 3% 283 71% | 11 9% 4 50% | 3 6 50% | 2 50% 12 83% | 8 57 81% | 5 31 90% | 9 39 67% | 0 0 | 8 15 27% | 0 4 100% | 1 4 50% | 2 15 60% | 4 16 56% | 3 22 59% | 3 19 68% | 7 19 58% | 1 20 100% |
| Reflect on processes | CDs unelab Elabs orphan | 348 5% 869 54% | 92 12% 70 46% | 53 11% 46 65% | 8 12% 34 68% | 23 49 22% | 22 89 79% | 12 94 77% | 4 11 55% | 14 62 69% | 6 34 68% | 6 44 68% | 13 58 52% | 7 45 38% | 16 59 29% | 14 34 41% | 25 76 29% | 33 64 41% |
| Transfer knowledge into new contexts | CDs unelab Elabs orphan | 138 3% 497 69% | 34 12% 70 70% | 10 21 62% | 2 17 65% | 5 46 89% | 5 42 90% | 12 35 57% | 0 7 100% | 16 33 21% | 5 15 67% | 6 20 70% | 4 17 94% | 5 25 60% | 5 14 79% | 19 51 37% | 2 49 84% | 8 35 83% |
| TOTAL | CDs unelab Elabs orphan | 553 4% 1649 61% | 137 12% 144 58% | 66 9% 73 63% | 12 17% 63 70% | 36 152 64% | 32 162 84% | 33 168 70% | 4 18 72% | 38 110 49% | 11 53 70% | 13 68 68% | 19 90 61% | 16 86 48% | 24 95 43% | 36 104 44% | 34 144 51% | 42 119 63% |
Analysis by level (L1/L2 overlap for subjects with an F-2 band)
| Element | TOTAL | L1 | L2 | L3 | L4 | L5 | L6 | |
|---|---|---|---|---|---|---|---|---|
| Think about thinking (metacognition) | CDs unelab Elabs orphan | 67 3% 283 71% | 2 8 100% | 3 16 94% | 7 14% 26 73% | 8 31 71% | 17 88 66% | 30 3% 115 69% |
| Reflect on processes | CDs unelab Elabs orphan | 348 5% 869 54% | 7 24 79% | 16 6% 27 67% | 39 5% 62 60% | 47 120 56% | 109 6% 333 56% | 134 6% 321 48% |
| Transfer knowledge into new contexts | CDs unelab Elabs orphan | 138 3% 497 69% | 8 12% 41 61% | 13 68 63% | 17 59 76% | 17 75 80% | 33 3% 123 70% | 55 4% 162 60% |
| TOTAL | CDs unelab Elabs orphan | 553 4% 1649 61% | 17 6% 73 71% | 32 3% 111 68% | 63 5% 147 69% | 72 226 66% | 159 5% 544 60% | 219 5% 598 55% |
Think about thinking (metacognition)
Level 2: describe the thinking strategies used in given situations and tasks
Content descriptions
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
- HASS 1: Explore a point of view (ACHASSI022)
- HASS 2: Explore a point of view (ACHASSI038)
Elaborations only
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- justifying that some events are certain or impossible
- Maths 2: Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
- representing array problems with available materials and explaining reasoning
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it
- discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)
- HASS 1: How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)
- predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’, ‘then’, ‘a long time ago’, and ‘then and now’
- HASS 1: Activities in the local place and reasons for their location (ACHASSK033)
- exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms)
- describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)
- HASS 2: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
- creating models of toys used by children who lived when electricity was not available
- HASS 2: The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048)
- describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country)
- HASS 2: The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
(ACHASSK049)
- explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement)
- discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)
- HASS 2: Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
- conveying information about the past and familiar places by representing ideas in written, spoken, pictorial or performance modes and by creating imaginative responses
- describing a significant person from their community’s past in a short report or biography or through a fictional journal based on facts
- using terms in speech and writing to denote the passing of time (for example, ‘in the past’, ‘years ago’, ‘the olden days’, ‘in the future’) and to describe direction and location (for example, north, south, opposite, near, far)
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
Level 3: reflect on, explain and check the processes used to come to conclusions
Content descriptions
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- Science 3: Reflect on investigations, including whether a test was fair or not (ACSIS058)
- Science 4: Reflect on investigations, including whether a test was fair or not (ACSIS069)
- reflecting on investigations, identifying what went well, what was difficult or didn’t work so well, and how well the investigation helped answer the question
- discussing which aspects of the investigation helped improve fairness, and any aspects that weren’t fair
- HASS 3: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- distinguishing fiction and non-fiction texts in relation to representation of places, environments and past events
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- critiquing and selecting appropriate joining techniques for materials to produce working models
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- negotiating criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
Elaborations only
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations
- Science 3: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
- communicating with other students carrying out similar investigations to share experiences and improve investigation skill
- Science 4: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
- exploring different ways to conduct investigations and connecting these to the types of questions asked with teacher guidance
- Science 4: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
- discussing with teacher guidance which graphic organisers will be most useful in sorting or organising data arising from investigations
- Science 4: Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
- discussing how well predictions matched results from an investigation and proposing reasons for findings
- comparing, in small groups, proposed reasons for findings and explaining their reasoning
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
- Science 4: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
- communicating with other students carrying out similar investigations to share experiences and improve investigation skills
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place or how to retell a historical event from a silent or unfamiliar voice)
- reflecting on anticipated effects of actions designed to protect and improve places that people perceive as important (for example, places of environmental value, cultural value or historic significance)
- HASS 3: Interact with others with respect to share points of view (ACHASSI059)
- sharing and listening to others’ stories about their community and place (for example, Aboriginal or Torres Strait Islander oral histories of an area, park ranger recounts, speakers from commemorative organisations, personal experiences of celebrations)
- HASS 3: The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067)
- describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- forecasting a probable future and a preferred future relating to an environmental, local government or cultural issue (for example, developing a futures scenario of what oceans will be like if humans continue to allow waste plastic to enter waterways, and a preferred scenario of what oceans would be like if plastics were to be replaced by degradable materials)
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- experimenting with tension to create meaning and sustain representations
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
- HPE 3-4: Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
- performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
- performing routines incorporating different jumping techniques and connecting movements
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- participating in physical activities which require problem-solving to achieve a goal
Level 4: reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary
Content descriptions
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACELY1702)
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- HASS 5: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- comparing sources of evidence to identify similarities and/or differences in accounts of the past (for example, comparing colonial descriptions of Burke and Wills’ achievements with those that have been recently published with Aboriginal perspectives; different representations of Ned Kelly in past and present publications)
- HASS 6: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- analysing where points of view differ about global issues and exploring the reasons for different perspectives (for example, reasons for varying views on issues such as climate change, coal seam mining, or aid to a country of the Asia region; different world views of environmentalists)
- discussing issues where there are, or were, a range of views and proposing reasons for different perspectives (for example, different opinions about the deportation of South Sea Islanders from 1901
- critiquing points of view about a sustainability issue (for example, considering producers’ and consumers’ views on the sustainable use of resources)
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- evaluating the suitability of materials, tools and equipment for specific purposes
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- using sustainability criteria to explain how well students’ solutions meet requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
Elaborations only
- Science 5: Reflect on and suggest improvements to scientific investigations (ACSIS091)
- working collaboratively to identify where methods could be improved, including where testing was not fair and practices could be improved
- HASS 6: Locate and collect relevant information and data from primary sources and secondary sources
(ACHASSI123)
- applying ethical research methods when conducting inquiries with people and communities, including using accepted protocols for consultation with local Aboriginal/Torres Strait Islander communities, and conforming with respectful behaviours in sacred or significant sites
- HASS 6: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
- proposing reasons why stereotypes and over-generalisations are evident in sources and media of the past and discussing whether the underlying attitudes and values have changed or might have changed over time
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- analysing sources to identify the causes and effects of past events, developments and achievements (for example, the causes and effects of the struggles for democratic rights such as the Wave Hill walk-off, the Wik decision; of technological advancements such as the advent of television, the internet and the bionic ear; of health policies)
- using graphic organisers, maps and concept maps to identify patterns (for example, patterns of settlement in regional agricultural areas), trends (for example, changes in Australian immigration statistics) and cause-effect relationships (for example, relationships between war and the movement of refugees, the correlation of low income and poor health, the effects of consumer decisions on the individual, the broader community and on environmental sustainability)
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- examining the trade-offs they might consider when developing criteria for evaluating choices (for example, considering the opportunity cost of choosing one leisure activity over another or considering the trade-offs involved when making a purchasing decision such as a phone)
- HASS 6: Australia’s connections with other countries and how these change people and places (ACHASSK141)
- exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- evaluating the functional properties of a specific-purpose household system, for example a security system
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- applying criteria to online information to assess the credibility of the information and its relevance to peers
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- assessing the impact of different relationships on personal health and wellbeing
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
Level 5: assess assumptions in their thinking and invite alternative opinions
Content descriptions
- English 7: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
- HASS 7: Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
- recognising that limited evidence can sometimes give useful insights into the power structures of a society
- using strategies to detect whether a statement is factual or an opinion, including identification of word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- identifying the perspective in a historical source (for example, the saying of Confucius, ‘women and underlings are especially difficult to handle’) and discussing the values and attitudes of the society that produced it
- identifying different perspectives about a past or current issue and suggesting influences or circumstances that may have informed these perspectives
- analysing how information can be used selectively to persuade citizens
- identifying and distinguishing points of view of different individuals and groups about a public issue (for example, the development of wind turbine farms, a contentious residential development by a large company, the corporate harnessing of water in a developing country)
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- comparing cloud-based information systems to client-based information systems
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- Hist 7: Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212)
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- explaining why Charlemagne was a significant figure in Medieval Europe, such as his expansion of the Frankish kingdom and his support of the Church
- Hist 8: Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS155)
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)
- developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
Elaborations only
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- working collaboratively to identify a problem to investigate
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)
- compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of an environmental issue (for example, recorded observations, annotated field sketches, surveys, interviews, and photographs of changes or events)
- applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant sites, and giving consideration to sensitive issues when seeking information from people
- HASS 7: Examine primary sources and secondary sources to determine their origin, purpose and reliability (ACHASSI156)
- considering relevance and validity when choosing sources and gathering data and information about historical, geographical, social, economic and business issues or events (for example, the relevance of documents written at the time of an event; the validity of personal observations made during fieldwork)
- differentiating between primary sources in history (those from the time of the event/person/site being investigated) and secondary sources (those that represent later interpretations)
- comparing the different types of primary sources appropriate to history, geography, civics and citizenship, and economics and business, and explaining reasons for the differences
- identifying who in a source is conveying information about a past or present event and suggesting whose voice may be absent (for example, women, children, Aboriginal and/or Torres Strait Islander Peoples, slaves, religious leaders)
- using a range of methods to determine the origin, purpose and reliability of different sources, such as determining when the source was written, why it was written and by whom
- discussing the difficulties in identifying the origin and purpose of some sources (for example, the Kimberley Bradshaw paintings)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- evaluating and connecting information from various sources to draw evidence-based conclusions
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- identifying where there is a common understanding in a discussion and using points of agreement as a basis for resolving a conflict or differences, recognising their own emotional reactions when interacting with people who are different from themselves or who disagree with their views
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- applying a process approach to respond to an issue or challenge (for example, conducting an analysis using processes such as a SWOT analysis; developing a plan of action that incorporates a consultation process that ensures a range of views are heard and people are given opportunities to respond)
- explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
- deciding when consensus is an effective process for a collective action and when it is not
- discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- HASS 7: The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources
(ACHASSK170)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- making judgements about music as audience members and articulating the reasons for them
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing a digital game that manipulates models of real-world objects
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- discussing the advantages and disadvantages of strategies to overcome water scarcity (for example, recycling (‘grey water’), stormwater harvesting and re-use, desalination, inter-regional transfer of water and trade in virtual water, and reducing water consumption)
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- discussing the concept of liveability and the ways it is measured and comparing objective measures such as transportation infrastructure with subjective measures such as people’s perceptions
- discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- discussing the different types of places where people can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- discussing the impact of housing density on the liveability of places
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- discussing the representation of landscapes in literature, song/music, film and art
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- discussing the extent to which human alteration of environments has contributed to the occurrence of the geomorphological hazard
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- discussing urbanisation as a shift in where, how and why people live where they do
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- demonstrating an understanding of their rights as consumers when buying an item or returning it to the store
Level 6: give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
Content descriptions
- English 9: Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
- English 9: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- creating texts which draw on students’ experience of other texts and which have a personal aesthetic appeal
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- Maths 10: Evaluate statistical reports in the media and other places by linking claims to displays, statistics and representative data
(ACMSP253)
- evaluating statistical reports comparing the life expectancy of Aboriginal and Torres Strait Islander people with that of the Australian population as a whole
- Maths 10A: Investigate reports of studies in digital media and elsewhere for information on their planning and implementation (ACMSP277)
- evaluating the appropriateness of sampling methods in reports where statements about a population are based on a sample
- evaluating whether graphs in a report could mislead, and whether graphs and numerical information support the claims
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- explaining the race to build the atomic bomb (by Germany, Japan, the US) and why the atomic bombs were dropped on Hiroshima and Nagasaki
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- examining the United Nations Millennium Development Goals and their relationship to human wellbeing
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- examining differences in indicators by gender across countries and within selected countries
- examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region
(ACHGK079)
- examining spatial data on human wellbeing in India to identify the regions of India with high and low levels of wellbeing, discussing identified patterns and explaining the differences
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different regions in a country of the Asia region
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale
(ACHGK080)
- researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different places in Australia
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- critically analysing text and images for their meaning and significance
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- E&B 9: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- representing data in different forms such as charts, tables and graphs, maps or models to communicate findings
- developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)
- E&B 9: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- discussing and reflecting on the outcomes of a decision and identifying those that were intended or unintended
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
- E&B 10: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
- discussing the outcomes of a decision, identifying those that were intended and unintended and reflecting on strategies that may address the unintended consequences
Elaborations only
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- questioning the representation of stereotypes of people, cultures, places, events and concepts, and expressing views on the appropriateness of these representations
- analysing the ways socio-cultural values, attitudes and beliefs are presented in texts by comparing the ways news is reported in commercial media and Aboriginal and Torres Strait Islander media
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- explaining how an operating system manages the relationship between hardware, applications and system software
- explaining the role of hardware and software components in allowing people to interact with digital systems, for example using a mouse or touch pad or screen, speech, accelerometer
- explaining encryption of data as a means of protecting data, for example secret keys and ‘exclusive or’ (XOR) and hashing algorithms to digitally sign data
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- explaining how simple compression schemes reduce the size of repetitive data, for example how run length encoding reduces the size of images
- explaining the difference between lossy and lossless compression, for example the difference between JPEG and PNG images
- explaining codecs for audio-visual compression, for example common codecs for video formats
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- critically analysing messages about being male or female in popular culture and considering the impact these might have on individual and community health and wellbeing
- critiquing media representations of diverse people and analysing what makes (or could make) the representations inclusive
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- responding to teacher and peer feedback to enhance performance
- Hist 9: The emergence and nature of key ideas in the period, with a particular focus on ONE of the following: capitalism, socialism, egalitarianism, nationalism, imperialism, Darwinism, Chartism (ACDSEH019)
- explaining why an idea emerged and the basis of that idea (for example, egalitarianism — being judged on merit rather than by birth or past deeds)
- Hist 9: The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
- explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 9: Use historical terms and concepts (ACHHS165)
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- using online conferencing and other forms of ICT to discuss historical questions and issues
- creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Geo 9: The perceptions people have of place, and how these influence their connections to different places (ACHGK065)
- comparing students’ perceptions and use of places and spaces in their local area, particularly at different times of day, between males and females, different age groups, people with and without disability, and people from diverse cultures including Indigenous and non-Indigenous peoples, and reflecting on the differences
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- discussing the effects of people’s cultural and leisure choices on towns and cities (for example, predicting how changing choices may affect these and other places in the future)
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- discussing the concept of sustainability in relation to environmental functions
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
- discussing whether environmental change is necessarily a problem that should be managed and explaining people’s choices of methods for managing or responding to environmental changes
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- discussing the influence of people’s world views on programs for the management of the environmental change being investigated
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- comparing strategies in Australia and another country to manage the environmental change being investigated
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- discussing the extent to which achieving sustainability in one place should take account of the effects on environmental conditions in other places in the context of the environmental change being investigated
- debating the practical and ethical dilemmas of national and international conservation programs aimed at the environmental change being investigated
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- examining a national, state or community program to reduce regional inequalities in wellbeing in a country (for example, India)
- discussing the objectives and outcomes of an Australian Government overseas economic and social development program or a non-government overseas aid program in a specific country or region within a country
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- discussing the responsibilities of government in improving the conditions of workers (for example, work health and safety, equal employment opportunity, anti-discrimination laws)
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)
Reflect on processes
Level 2: outline the details and sequence in a whole task and separate it into workable parts
Content descriptions
- English 2: Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- building on and using prior knowledge and vocabulary
- Maths 1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
- Maths 2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)
- Maths 2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)
- Maths 2: Solve problems by using number sentences for addition or subtraction (ACMNA036)
- Maths 2: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- HASS 2: Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
- interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
- interpreting symbols and codes that provide information (for example, map legends)
- explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- Media F-2: Create and present media artworks that communicate ideas and stories to an audience
(ACAMAM056)
- capturing and sequencing images and text to create comic books that retell familiar and traditional stories to share with the class
- Visual F-2: Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
- exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically
- comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like
- Visual F-2: Create and display artworks to communicate ideas to an audience (ACAVAM108)
- D&T F-2: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
- checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment
- recording the procedure for making a product, for example a recipe or instructions for making a container
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
Elaborations only
- English 1: Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454)
- learning forms of address for visitors and how to use language appropriately to ask directions and for information, for example on excursions
- English 1: Read decodable and predictable texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)
- self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- justifying that some events are certain or impossible
- Science 1: Participate in guided investigations to explore and answer questions (ACSIS025)
- exploring different ways of solving science questions through guided discussion
- Science 1: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS027)
- exploring ways of recording and sharing information through class discussion
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- manipulating objects, puppets, 2D images and available technologies to create stories
- Media F-2: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
- experimenting with image, for example, retelling a story of the school day in a series of captioned images
- experimenting with technologies to capture images, sounds and text
- exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs
- Media F-2: Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
- experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images
- experimenting with sound recording technology and found objects to create and record sound effects to support a story
- trialling the selection and arrangement of images, sounds and text to organise important features of an idea or story
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- describing how design ideas meet the needs of those who will use the solution
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
(ACTDEP008)
- recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
- reflecting on the processes and challenges of designing and producing a solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- assembling components of systems and checking they function as planned, for example when making a musical instrument
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
Level 3: identify pertinent information in an investigation and separate into smaller parts or ideas
Content descriptions
- English 3: Develop criteria for establishing personal preferences for literature (ACELT1598)
- English 3: Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
- English 3: Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
- English 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- English 4: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations
- Maths 3: Recognise and explain the connection between addition and subtraction (ACMNA054)
- Maths 3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
- Maths 3: Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
- refining questions and planning investigations that involve collecting data, and carrying out the investigation (for example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among Year 3 students in our class?’)
- Maths 4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- Maths 4: Explore and describe number patterns resulting from performing multiplication (ACMNA081)
- Maths 4: Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
- Maths 4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
- Maths 4: Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
- Science 3: Reflect on investigations, including whether a test was fair or not (ACSIS058)
- Science 4: Reflect on investigations, including whether a test was fair or not (ACSIS069)
- reflecting on investigations, identifying what went well, what was difficult or didn’t work so well, and how well the investigation helped answer the question
- discussing which aspects of the investigation helped improve fairness, and any aspects that weren’t fair
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- interpret data to identify patterns of change over time using graphic organisers (for example, a Venn diagram using data collected from different times and groups to compare Australia Day celebrations over time; a scattergram of cemetery headstone information to make inferences about changing life expectancy)
- identifying differences in the representation of a place on a map, in an aerial photo and in a satellite image and discussing how different methods of representation give different information about distributions and patterns
- using maps, ground and aerial photographs and satellite images or a digital application (for example, European Space Agency, NASA World Wind or Google Earth), to identify, locate and describe geographical patterns and distributions (for example, different types and patterns of settlements in Australia and Asia)
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- interpreting the data presented in picture, line, bar or column graphs to idenitify simple trends or distributions (for example, explaining survey results about types of waste produced in the school or how people in the community participate)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- examining drama in their community and comparing it to other drama of different people, times and cultures
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- experimenting with tension to create meaning and sustain representations
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts
- comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
- D&T 3-4: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- managing time and resource allocation throughout production, for example materials, tools, equipment and people
- sequencing steps to collaboratively produce a designed solution
- HPE 3-4: Explore how success, challenge and failure strengthen identities (ACPPS033)
- HPE 3-4: Investigate how emotional responses vary in depth and strength (ACPPS038)
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- accessing different sources of health information and examining the accuracy of these sources
- examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
Elaborations only
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- discussing poetic language, including unusual adjectival use and how it engages us emotionally and brings to life the poet’s subject matter, for example ‘He grasps the crag with crooked hands’ (Alfred, Lord Tennyson); ‘Wee … tim’rous beastie’ (Robert Burns)
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience
- Science 3: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
- working with teacher guidance to plan investigations to test simple cause-and-effect relationships
- discussing as a whole class ways to investigate questions and evaluating which ways might be most successful
- Science 3: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
- discussing how to graph data presented in a table
- Science 3: Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
- discussing how well predictions matched results from an investigation and sharing ideas about what was learnt
- Science 3: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
- communicating with other students carrying out similar investigations to share experiences and improve investigation skill
- Science 4: Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
- discussing with teacher guidance which graphic organisers will be most useful in sorting or organising data arising from investigations
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- Science 4: Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
- communicating with other students carrying out similar investigations to share experiences and improve investigation skills
- HASS 3: How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community (ACHASSK063)
- identifying individuals and groups from the past of diverse backgrounds (for example, gender, culture, ability, age, socioeconomic circumstance) who have contributed to the community’s development (for example, economic, social, cultural, civic or environmental contributions) and character (for example, culturally diverse, multi-faith, prosperous, helpful)
- HASS 3: The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069)
- exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities)
- examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places
- HASS 4: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI075)
- annotating maps using the appropriate cartographic conventions including map symbols, scale and north point to show places and their features, in Australia, and in selected countries of Africa and South America
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- identifying stereotypes presented in texts and pictures, such as generalisations about gender roles, and talking about who is advantaged by stereotypes and who is disadvantaged
- HASS 4: The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
- explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
- explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres Strait Islander Peoples (for example, as a source of food, shelter, medicine, tools and weapons)
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- examining dances in their community and comparing them to other dances of different peoples, times and cultures
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- reflecting on the sustainability implications of selected designed solutions
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
- DT 3-4: Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
(ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- creating an online connection with another school and identifying similarities and differences between students
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
- HPE 3-4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing
(ACPPS041)
- participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- participating in physical activities which require problem-solving to achieve a goal
Level 4: identify and justify the thinking behind choices they have made
Content descriptions
- English 5: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
- interpreting narrative texts told as wordless picture books
- English 5: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
- English 5: Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
- planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals to enhance audience engagement and understanding
- English 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701)
- explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- English 6: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- English 6: Analyse strategies authors use to influence readers (ACELY1801)
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
- English 6: Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
- editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- Maths 5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
- applying the distributive law and using arrays to model multiplication and explain calculation strategies
- Maths 5: Solve problems involving division by a one digit number, including those that result in a remainder
(ACMNA101)
- using the fact that equivalent division calculations result if both numbers are divided by the same factor
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies
- Maths 6: Solve problems involving addition and subtraction of fractions with the same or related denominators
(ACMNA126)
- solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
- modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making diagrams of fractions as parts of shapes
- Maths 6: Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
- Maths 6: Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- interpreting data presented in a line, bar, column or pie graph (for example, data about bushfires or floods, election results, common influences on the purchases of class members) to identify the likelihood of an outcome or the probability of an event reoccurring
- analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, technology and artefacts travelled across them; analysing a food web to reveal how plants, animals, water, air and people are connected)
- making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia and their proximity to cities; the spread of the cane toad across Australia and its threat to environments)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes)
- exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders)
- HASS 5: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
- making judgements about how effectively challenges have been addressed in the past (for example, relative success of solutions to challenges during colonial settlement) or how effectively a current challenge is being addressed (for example, the solution to an environmental issue, or a strategy for economic development)
- using agreed criteria as the basis for an assessment of the advantages and disadvantages of choices (for example, for determining which actions are most likely to be effective to restore a damaged environment)
- applying economics and business criteria to everyday problems to identify a response to the issue
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)
- posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute to a sustainable environment?’)
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- relating the decisions made by individuals and organisations to criteria used to evaluate options (for example, the criteria for Australian of the Year, for the award of the Order of Australia, for the selection of a school captain)
- applying economics and business knowledge and skills to everyday problems to identify advantages and disadvantages of a proposed response to the issue
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- identifying the possible effects of decisions that have been made about an economic or business issue
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes
- manipulating dramatic action and use of available theatre technologies to create different meanings
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- reflecting on the importance of aesthetics, function and sustainability in product design, for example a textile product that gives protection and is appealing; a motor that moves a vehicle and uses a sustainable power source
- identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- evaluating the functional properties of a specific-purpose household system, for example a security system
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
- examining the range of products available to manage the physical changes associated with puberty
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
Elaborations only
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view
(ACELY1699)
- asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- English 5: Re-read and edit student’s own and others’ work using agreed criteria for text structures and language features
(ACELY1705)
- editing for flow and sense, organisation of ideas and choice of language, revising and trying new approaches if an element is not having the desired impact
- English 5: Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)
- identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality
- English 5: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506)
- learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example ‘my parents’ car’
- learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or ‘James’ house’
- English 5: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508)
- learning how to expand a description by combining a related set of nouns and adjectives – ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’
- English 5: Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word
(ACELA1514)
- Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’
- English 5: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)
- examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audience’s sympathies, and why an author might choose a particular narrative point of view
- examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- using word identification, self-monitoring and self-correcting strategies
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
- English 6: Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator
(ACMNA103)
- modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
- Maths 5: Describe and interpret different data sets in context (ACMSP120)
- using and comparing data representations for different data sets to help decision making
- Maths 5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)
- commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in simple games of chance such as jan-ken-pon (rock-paper-scissors)
- Maths 5: Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
- identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations
- Maths 6: Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124)
- understanding that integers are …-3, -2, -1, 0, 1, 2, 3,…..
- Science 5: Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect
- Science 6: Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks (ACSIS103)
- following a procedure to design an experimental or field investigation
- discussing methods chosen with other students, and refining methods accordingly
- Science 6: Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect
- Science 6: Reflect on and suggest improvements to scientific investigations (ACSIS108)
- discussing improvements to the methods used, and how these methods would improve the quality of the data obtained
- Science 6: Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)
- discussing the best way to communicate science ideas and what should be considered when planning a text
- HASS 5: Why regulations and laws are enforced and the personnel involved (ACHASSK117)
- categorising the different types of laws and regulations in their community and who enforces them (road laws – police; health laws – public health department; pollution laws – environmental protection officer)
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- describing cultural practices related to family life, beliefs and customs of newly arrived migrant groups and comparing these with those of the communities in which they settled within Australia
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
- identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- showing understanding of the purpose of rehearsing drama and the need for collaboration and group work
- using props, costumes, instruments and available technologies such as light, sound and multimedia to create dramatic symbols and enhance dramatic action
- planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio
- Media 5-6: Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
- designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack
- designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- identifying and applying the conventions and layout of web page design to engage and interact with a particular audience
- editing a chase sequence, adding music to heighten the action and tension
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- organising, developing and refining ideas by experimenting with structure
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- explaining influences of other artists on their own art making
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- evaluating the suitability of materials, tools and equipment for specific purposes
- reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- reflecting on planned steps to see if improvements can be made
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- examining how media and public identities influence the way people act and the choices they make
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- experimenting with different music genres such as Indian bhangra music when performing creative dances
Level 5: evaluate and justify the reasons behind choosing a particular problem-solving strategy
Content descriptions
- English 7: Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
- English 7: Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view (ACELT1620)
- English 7: Compare the ways that language and images are used to create character, and to influence emotions and opinions in different types of texts (ACELT1621)
- English 7: Discuss aspects of texts, for example their aesthetic and social value, using relevant and appropriate metalanguage (ACELT1803)
- English 7: Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
- analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
- English 7: Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
- experiencing the sound and rhythm of poetry, and using metalanguage, for example ‘refrain’ and ‘chant’, to discuss the layers of meaning that are created
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- English 7: Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
- English 7: Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- English 7: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- English 8: Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
- English 8: Explore the ways that ideas and viewpoints in literary texts drawn from different historical, social and cultural contexts may reflect or challenge the values of individuals and groups (ACELT1626)
- English 8: Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- English 8: Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
- English 8: Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
- analysing the ways that identity may be created in digital contexts
- English 8: Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives (ACELY1730)
- change the tone in which the speech or conversation is presented and discuss how interpretations can also change.
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- determining and applying criteria for evaluating the credibility of a website
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- experimenting with text structures and language features, for example paragraph order and content, language choices or mode of delivery, to refine and clarify ideas and to improve text effectiveness
- ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
- English 8: Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
- Maths 7: Solve problems involving addition and subtraction of fractions, including those with unrelated denominators (ACMNA153)
- exploring and developing efficient strategies to solve additive problems involving fractions (for example by using fraction walls or rectangular arrays with dimensions equal to the denominators)
- Maths 7: Recognise and solve problems involving simple ratios (ACMNA173)
- Maths 7: Create algebraic expressions and evaluate them by substituting a given value for each variable (ACMNA176)
- Maths 7: Solve simple linear equations (ACMNA179)
- solving equations using concrete materials, such as the balance model, and explain the need to do the same thing to each side of the equation using substitution to check solutions
- Maths 7: Investigate, interpret and analyse graphs from authentic data (ACMNA180)
- Maths 7: Investigate conditions for two lines to be parallel and solve simple numerical problems using reasoning (ACMMG164)
- Maths 7: Assign probabilities to the outcomes of events and determine probabilities for events (ACMSP168)
- Maths 7: Calculate mean, median, mode and range for sets of data. Interpret these statistics in the context of data (ACMSP171)
- Maths 7: Describe and interpret data displays using median, mean and range
(ACMSP172)
- using mean and median to compare data sets and explaining how outliers may affect the comparison
- Maths 8: Solve problems involving the use of percentages, including percentage increases and decreases, with and without digital technologies (ACMNA187)
- Maths 8: Solve a range of problems involving rates and ratios, with and without digital technologies (ACMNA188)
- Maths 8: Solve problems involving profit and loss, with and without digital technologies (ACMNA189)
- Maths 8: Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)
- solving real life problems by using variables to represent unknowns
- Maths 8: Solve problems involving duration, including using 12- and 24-hour time within a single time zone (ACMMG199)
- Maths 8: Establish properties of quadrilaterals using congruent triangles and angle properties, and solve related numerical problems using reasoning (ACMMG202)
- Maths 8: Identify complementary events and use the sum of probabilities to solve problems (ACMSP204)
- Maths 8: Represent events in two-way tables and Venn diagrams and solve related problems (ACMSP292)
- Science 7: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
- identifying whether the use of their own observations and experiments or the use of other research materials is appropriate for their investigation
- developing strategies and techniques for effective research using secondary sources, including use of the internet
- Science 7: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- suggesting improvements to inquiry methods based on experience
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- Science 8: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)
- suggesting improvements to investigation methods that would improve the accuracy of the data recorded
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- using a range of methods, including digital applications, to plan and conduct an information search, and to refine a search for specific or relevant information/images (for example, using ‘image search’ and ‘advanced search’ functions)
- compiling a list of different primary and secondary sources that might contribute relevant information to an investigation of the past (for example, papyrus scrolls, coins, statues, human remains for an archaeological study) or to an investigation of an environmental issue (for example, recorded observations, annotated field sketches, surveys, interviews, and photographs of changes or events)
- collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns of employment in Australia; thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media to support a study of liveability of a city)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- interpreting the possible meaning of images and symbols in primary sources
- using and interpreting various types of maps (for example, weather, political, topographic, thematic and diagrammatic maps and isoline or isopleth maps)
- using aerial images of contrasting places to identify differences (for example, differences in housing density and services)
- interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for example, the patterns of a selected hydrological hazard over time and place) and to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities, river systems and the availability of surface water)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- reviewing the results of an analysis to propose an answer to an inquiry question using at least one discipline-specific concept (for example, significance in history or place in geography) or one humanities and social sciences concept (for example, interconnections) as an organiser
- evaluating data from a survey to draw conclusions about a current political, social, environmental or business event or issue
- HASS 7: Develop and use criteria to make informed decisions and judgements (ACHASSI161)
- applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions or to possible purchasing decisions)
- examining the trade-offs involved in making choices (for example, choices about spending limited money; how to earn an income such as working as an employee or owning your own business; whether to pay more for an endorsed environmentally friendly product)
- applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)
- explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
- deciding when consensus is an effective process for a collective action and when it is not
- discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- discussing how the elements of drama have been used in a performance they have seen
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- creating their own media artworks that fulfil audience expectations because of the way the story is structured, such as including a point of conflict, building characters and achieving a resolution
- telling a news story in print and for online publishing and discussing the differences in the structure of content, meaning and delivery between the two media
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Media 7-8: Plan, structure and design media artworks that engage audiences (ACAMAM069)
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- singing and recognising intervals and melodic patterns to extend music ideas in improvisation and composition
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- arranging a familiar piece into a different musical style by manipulating the elements of music
- creating an arrangement of a known melody
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style
- identifying and describing the features and performance practices that help determine a specific musical style or culture
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- combining and adapting materials, techniques, technologies and art making processes, reflecting upon techniques used by artists including Aboriginal and Torres Strait Islander artists
- investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- combining, adapting and manipulating images and objects from several sources
- Visual 7-8: Develop planning skills for art-making by exploring techniques and processes used by different artists
(ACAVAM120)
- imagining and refining their visual and spatial representations of the world, combining a variety of technologies
- problem-solving and predicting outcomes with increasing confidence to expand their repertoire of visual arts practices and skills, for example, designing a mural for a local space
- developing and refining practical and technical skills when designing, fabricating and constructing visual arts images and objects, employing safe and sustainable practices
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- working individually and/or collaboratively to apply ethical, environmental and sustainable choices when developing and displaying a collection of visual artwork
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- HPE 7-8: Investigate the impact of transition and change on identities
(ACPPS070)
- examining online profiles and identities and developing strategies to promote safety in online environments
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability and how resisting stereotypes can help students be themselves
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
- Hist 7: Locate, compare, select and use information from a range of sources as evidence
(ACHHS210)
- creating categories (that is, concepts) with which to organise information obtained from sources
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- Hist 7: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS212)
- identifying the possible meaning of images and symbols in primary sources
- identifying the perspective in a historical source, such as the saying of Confucius, ‘women and underlings are especially difficult to handle’, and discussing the values and attitudes of the society that produced it
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- creating categories to organise the information obtained from sources
- Hist 8: Draw conclusions about the usefulness of sources (ACHHS154)
- Hist 8: Identify and describe points of view, attitudes and values in primary and secondary sources
(ACHHS155)
- describing the values and attitudes revealed by a source (such as an individual account) and using additional sources to show how they are broadly representative of the values and attitudes of the society
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049)
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- using aerial images of contrasting places to identify differences in housing density
- using graphs, weather maps and satellite images to examine the temporal and spatial patterns of a selected hydrological hazard in Australia and another region of the world (for example, countries of the Asia region or of the Pacific region)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS057)
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- C&C 7: Reflect on their role as a citizen in Australia’s democracy (ACHCS060)
- C&C 8: Reflect on their role as a citizen in Australia’s democracy
(ACHCS074)
- considering how personal experiences and circumstances influence their identity as a citizen and how they relate to others
- considering the factors that shape the way they meet their responsibilities as a citizen (for example, where they live)
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- identifying the steps needed for an investigation and the resources needed
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- devising the steps needed for an investigation and modifying as required
- E&B 8: Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
- interpreting data in tables, charts and graphs to identify relationships (for example, correlations between the location of groups and access to work opportunities)
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)
- developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
Elaborations only
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
- investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
- discussing, debating and assessing remakes of literary texts and their effectiveness and purpose
- English 8: Understand the effect of nominalisation in the writing of informative and persuasive texts (ACELA1546)
- analysing formal and persuasive texts to identify and explain language choices such as nominalisation
- Maths 7: Investigate index notation and represent whole numbers as products of powers of prime numbers (ACMNA149)
- solving problems involving lowest common multiples and greatest common divisors (highest common factors) for pairs of whole numbers by comparing their prime factorisation
- Maths 7: Express one quantity as a fraction of another, with and without the use of digital technologies (ACMNA155)
- using authentic examples for the quantities to be expressed and understanding the reasons for the calculations
- Maths 7: Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)
- justifying choices of written, mental or calculator strategies for solving specific problems including those involving large numbers
- Maths 8: Use index notation with numbers to establish the index laws with positive integral indices and the zero index (ACMNA182)
- evaluating numbers expressed as powers of positive integers
- Maths 8: Carry out the four operations with rational numbers and integers, using efficient mental and written strategies and appropriate digital technologies (ACMNA183)
- using patterns to assist in finding rules for the multiplication and division of integers
- Maths 8: Investigate terminating and recurring decimals (ACMNA184)
- recognising terminating, recurring and non-terminating decimals and choosing their appropriate representations
- Maths 8: Develop the conditions for congruence of triangles (ACMMG201)
- solving problems using the properties of congruent figures
- Maths 8: Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)
- identifying situations where data can be collected by census and those where a sample is appropriate
- Science 7: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129)
- understanding different types of graphical and physical representation and considering their advantages and disadvantages
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- considering whether investigation using available resources is possible when identifying questions or problems to investigate
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion
- exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- identifying the distinguishing stylistic features of different dances and considering how this can inform their choreography
- investigating the development of dance styles and the influence of histories, societies, cultures and environments
- investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)
- Dance 7-8: Practise and refine technical skills in style-specific techniques (ACADAM015)
- analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
- analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, and video or audio recording, securing permission where appropriate
- reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance
- responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- using evaluation and rehearsal strategies to enhance confidence, clarity of movement, projection, focus and musicality in performance
- linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- investigating and researching starting points for drama, for example, using analysis of performance styles or evaluating their peers’ responses to questions about an issue or image
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- understanding human behaviour, emotions and empathy to convey roles and characters
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- identifying the social, historical and cultural contexts of the forms and styles represented in their drama
- describing the role of drama in different cultures and using this information when they plan their own drama
- Drama 7-8: Develop and refine expressive skills in voice and movement to communicate ideas and dramatic action in different performance styles and conventions, including contemporary Australian drama styles developed by Aboriginal and Torres Strait Islander dramatists (ACADRM043)
- developing and refining vocal qualities of audibility, clarity and contrast through control of pace, pitch, dynamics and use of pause and silence
- developing use of performance techniques and conventions relevant to selected performance styles, for example, refining use of the body to communicate through movement and stillness, and through realistic and non-realistic movement; and exploring ways to transition between scenes
- employing voice and movement appropriate to situation and manipulating space and time in dramatic action to heighten tension, focus action and shape meaning in a scripted drama
- adapting facial expression, posture, gesture, movement and voice (including accent) to portray age, power and disposition in a specific performance style, such as contemporary Australian styles of Aboriginal and Torres Strait Islander dramatists
- developing techniques to engage an audience, for example, by expressing and experiencing character relationships through vocal dynamics and tone, eye contact, proximity and space
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- investigating viewpoints when making decisions about how they will represent a theme, concept or idea, and considering media conventions and genres
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- surveying the programming of public sector versus private sector television and commenting on differences
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiencs; for example, games players, social media users, television viewers
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Media 7-8: Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
- justifying their choices for distribution of media artworks for a particular audience
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- making judgements about music as audience members and articulating the reasons for them
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- considering and investigating techniques for stylistic features when rehearsing
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles
- refining and selecting contextual information about artists, artworks and audiences to make connections between the significance of particular artworks on their art making
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- recognising how different factors contribute to the ways in which visual artworks are judged to be meaningful by an audience
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- investigating the time needed for each step of production
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- establishing a set of ‘rules’ about acceptable and unacceptable behaviour when collaborating online, considering how different social contexts affect participation in global virtual spaces, including considering the use of language, acronyms and humour, for example only applying tags to images of other people with their permission or considering social protocols of Aboriginal and Torres Strait Islander Peoples
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- examining scenarios to highlight how emotions, dispositions and decision-making can affect outcomes
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
- reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)
- investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- creating a graphic representation of the social structure of Egyptian society
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
- Hist 7: The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129)
- examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
- Hist 7: Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
- investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
- investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
- Hist 7: The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
- examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion
(ACDSEH038)
- examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
- Hist 7: Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)
- investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
- Hist 7: The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
- examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
- examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
- Hist 7: The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
- examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)
- explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
- Hist 7: The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
- examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
- Hist 7: Identify a range of questions about the past to inform a historical inquiry
(ACHHS207)
- posing a key question such as: ‘How were the pyramids at Giza built?’ and understanding that there may not be a definitive answer; identifying related questions to inform the inquiry including: ‘What evidence is there?’ ‘What theories have been developed?’
- identifying steps in the research process (for example, identifying information needed, locating that information, recording relevant information from sources)
- Hist 7: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213)
- outlining the significance of a past event, providing reasons for the event and referring to relevant evidence
- Hist 8: The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
(ACDSEH055)
- investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
- Hist 8: Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056)
- investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
- Hist 8: The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
- investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
- Hist 8: Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
- investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- Hist 8: Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
- investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- investigating the demand for available land and the patterns of land use in the period
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
- evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
- Hist 8: Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
- investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- Hist 8: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)
- using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
- Hist 8: Use historical terms and concepts (ACHHS149)
- understanding the different meanings of particular terms and concepts when viewed in their historical context, such as feudalism in medieval Europe and Japan
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- using the concept of the water balance to compare the effects of rainfall, run-off and evaporation on the availability of water in Australia and other continents
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- examining the role transport plays in people’s ability to access services and participate in activities in the local area
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- researching the effects of air pollution on the liveability of cities
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- Geo 7: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS048)
- applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- analysing the role of geomorphic landforms and landscapes in tourism (for example, the Grand Canyon in the USA or Uluru in Australia)
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- analysing the effects of erosion and sedimentation produced by human activities, including farming and recreation, on landscape quality
- examining the effects of mining and quarrying, and urban development, on landscape quality
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including traditional owners, with an interest in its use or protection
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- generating ideas on how to decentralise Australia’s urban population using Canberra as an example
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- Geo 8: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
- conducting ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- Geo 8: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
- creating a map showing geomorphological features by using data from Geoscience Australia, or demographic statistics from census data, using a spatial technologies application
- using the Global Positioning System (GPS) to make a map of the features of a landform
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- C&C 8: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
- examining personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy options, environmentally friendly packaging or organic food)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- E&B 7: Gather relevant data and information from a range of digital, online and print sources (ACHES022)
- identifying sources of data and information (for example, Australian Bureau of Statistics for information on types of employment (full-time, part-time, casual))
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- examining the trade-offs involved in making choices about how to earn an income (for example, working as an employee or owning your own business)
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with being a business owner)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- creating simple budgets to achieve specific financial goals and using digital and online tools to keep financial records in a ‘real-life’ context
- E&B 7: Characteristics of entrepreneurs and successful businesses (ACHEK019)
- investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and enterprise)
- E&B 8: The ways markets in Australia operate to enable the distribution of resources, and why they may be influenced by government (ACHEK027)
- identifying who is involved in the market system in Australia and explaining how the market operates through the interactions of the participants (for example, household, business, finance, and government sectors)
- identifying different types of markets that operate in Australia such as retail markets, labour markets, financial markets, stock markets
- identifying examples of government involvement in the market through reallocation of resources, regulation of economic activity or redistribution of income (for example, providing some types of goods and services not being provided sufficiently by the market, such as health care)
- E&B 8: The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
- investigating the innovative ways Aboriginal and Torres Strait Islander Peoples utilise their cultural knowledge in contemporary contexts in enterprising ways (for example, cultural tourism and other business ventures that harness traditional knowledge of art, medicines and food derived from the environment)
- E&B 8: Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
- identifying examples of the different ways businesses respond to opportunities in the market (for example, developing a new product to satisfy demand, changing the way they deliver their products or services to consumers)
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes, casualisation of the workforce
- identifying changes to the workforce over time, such as the jobs available, the way individuals or communities value particular work, career length and human resource development, changing demography, corporate social responsibility and sustainability practices, changes to workplace laws
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- accessing reliable information (for example, from departments of fair trading) to access advice on the rights and responsibilities of consumers and businesses, or finding information on strategies to resolve consumer and business disputes
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
- identifying opportunities in the market for a business and proposing alternative ways to take advantage of these
- undertaking a cost-benefit analysis of alternative ways for a business to respond to opportunities in the market and making a decision about which one to recommend
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- applying informed decision-making skills to familiar and new situations (for example, helping the family decide what products they need to purchase during the week)
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- distinguishing the difference between rights and responsibilities and creating a list of the rights and responsibilities of consumers and businesses
- investigating the ways the rights of consumers are protected through the law (for example, warranties, cooling off periods)
- identifying examples of how businesses are required by government to protect the safety of consumers (for example, mandatory and voluntary standards, product safety recalls)
Level 6: balance rational and irrational components of a complex or ambiguous problem to evaluate evidence
Content descriptions
- English 9: Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- English 9: Compare and contrast the use of cohesive devices in texts, focusing on how they serve to signpost ideas, to make connections and to build semantic associations between ideas (ACELA1770)
- English 9: Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
- English 9: Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
- investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups
- English 9: Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness (ACELA1561)
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- exploring and reflecting on personal understanding of the world and human experience, interpreted in literature drawn from cultures and times different from the students’ own
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- English 9: Create literary texts, including hybrid texts, that innovate on aspects of other texts, for example by using parody, allusion and appropriation (ACELT1773)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
- reflecting on the notion that all texts build on a body of prior texts in a culture
- analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- English 9: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes (ACELY1741)
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified points with examples
- English 9: Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts (ACELY1744)
- evaluating techniques used to construct plot and create emotional responses, for example comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 9: Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- determining, through debate, whether a text possesses universal qualities and remains relevant
- creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- creating extended written responses to literary texts, making reference to varying points of view about the issues raised
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- creating texts which draw on students’ experience of other texts and which have a personal aesthetic appeal
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience
(ACELT1815)
- creating a range of students’ own spoken, written or multimodal texts, experimenting with and manipulating language devices for particular audiences, purposes and contexts
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- English 10: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to influence a course of action (ACELY1751)
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- English 10: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- reflecting on, critiquing and refining students’ own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- Maths 9: Solve problems involving direct proportion. Explore the relationship between graphs and equations corresponding to simple rate problems (ACMNA208)
- Maths 9: Solve problems involving simple interest (ACMNA211)
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra
- Maths 9: Graph simple non-linear relations with and without the use of digital technologies and solve simple related equations (ACMNA296)
- Maths 9: Calculate the surface area and volume of cylinders and solve related problems (ACMMG217)
- connecting the volume and capacity of a cylinder to solve authentic problems
- Maths 9: Solve problems involving the surface area and volume of right prisms (ACMMG218)
- solving practical problems involving surface area and volume of right prisms
- Maths 9: Solve problems using ratio and scale factors in similar figures (ACMMG221)
- Maths 9: Investigate reports of surveys in digital media and elsewhere for information on how data were obtained to estimate population means and medians (ACMSP227)
- investigating a range of data and its sources, for example the age of residents in Australia, Cambodia and Tonga; the number of subjects studied at school in a year by 14-year-old students in Australia, Japan and Timor-Leste
- Maths 9: Compare data displays using mean, median and range to describe and interpret numerical data sets in terms of location (centre) and spread (ACMSP283)
- Maths 10: Solve simple quadratic equations using a range of strategies (ACMNA241)
- using a variety of techniques to solve quadratic equations, including grouping, completing the square, the quadratic formula and choosing two integers with the required product and sum
- Maths 10: Describe the results of two- and three-step chance experiments, both with and without replacements, assign probabilities to outcomes and determine probabilities of events. Investigate the concept of independence (ACMSP246)
- Maths 10A: Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
- Maths 10A: Use information technologies to investigate bivariate numerical data sets. Where appropriate use a straight line to describe the relationship allowing for variation (ACMSP279)
- Science 9: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS165)
- explaining the choice of variables to be controlled, changed and measured in an investigation
- ensuring that any investigation involving or impacting on animals is justified, humane and considerate of each animal’s needs
- considering how investigation methods and equipment may influence the reliability of collected data
- Science 10: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Dance 9-10: Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
- investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
- investigating the practices and traditions in dance and how people are influenced by their histories, societies, cultures and environments
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- identifying and describing the actor–audience relationship in different dramatic contexts, forms and styles
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- experimenting with images, sounds and text to develop representations of current social issues
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- creating media artworks that reflect a refined understanding of how lenses, exposure and aperture work in photography and applying this knowledge in different lighting conditions
- creating and editing a soundscape for a specific audience and intention and creating their own Foley tracks to evoke a response in an intended audience
- refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
- creating fan remixes of popular video games to introduce the games to new audiences or creating mashups of existing media to comment on issues for different audiences
- creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
- deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of media artworks
- research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
- explore the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
- identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles
- listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- evaluating the use of the elements of music when listening to and interpreting music
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- discussing the influence of music on the development of personal and cultural identity
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- using selected techniques, technologies and processes to explore personal representation of a theme, concept or subject matter
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- developing representational ideas as images, objects and spaces to highlight the interconnection of making and display, and how the artwork establishes interaction between the artist and the audience
- applying ethical understandings to innovation and invention of theme, concept or subject matter when making their collection of visual artworks for display, and consider exhibitions that include Aboriginal and Torres Strait Islander artworks
- documenting experiences and observations from visiting an exhibition/s and applying this information to develop a physical or virtual exhibition of their own or others’ artworks
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- analysing the role of visual arts as a means of challenging prevailing issues of traditional and contemporary relevance, for example, the availability of resources for future generations
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- considering the responsibilities of visual arts practitioners when making commentaries about social, environmental and sustainability issues
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- investigating the interdependence of plants and animals in food and fibre production
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- investigating the operation and use of robotic process control systems
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- examining policies and processes for ensuring safe blood practices when participating in physical activities
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- examining social, cultural and economic factors that influence the health behaviours of people in their community
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- Hist 9: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)
- representing the relationship between events in different times and places using interactive timelines
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- developing an inquiry question such as: ‘What were the effects of the Industrial Revolution?’ and refining it as further factors are introduced into the research process
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS171)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided; however, it may still be useful in revealing past prevailing attitudes)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- investigating the role of human agency in historical events and developments
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- Hist 10: Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS182)
- placing in sequence the main events of the Freedom Rides campaigns in the United States and Australia and explaining the links between the two campaigns
- using interactive timelines to explore the various manifestations or effects of an event in different geographical locations
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- understanding that the reliability and usefulness of a source depends on the questions asked of it (for example, an account may be one-sided and therefore of use in revealing past prevailing attitudes)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- explaining the enthusiasm of young people for the 1957 rock’n’roll tours of Australia and the opposition of older generations, as reflected in the sources
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065)
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- constructing a graph to show the relationship between growth in world population and world food production
- comparing maps showing transport networks with survey responses on personal mobility
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to biomes, food production and security, interconnections or spatial change
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- constructing computer-generated tables, graphs, maps and diagrams to analyse data on human wellbeing
- critically analysing text and images for their meaning and significance
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development
- C&C 9: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
- considering Australian, regional and global futures and how students might contribute as active and informed citizens
- considering how digital technologies enables them to engage with a global community
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- considering and identifying the qualities of a citizen in a contemporary, successful democracy
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- evaluating the costs and benefits of a range of alternatives such as strategies for a business seeking to remain competitive in the global market
- E&B 9: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- representing data in different forms such as charts, tables and graphs, maps or models to communicate findings
- developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)
- E&B 9: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- discussing and reflecting on the outcomes of a decision and identifying those that were intended or unintended
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- deciding on a potential major purchase (for example, a car, investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt)
- examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
- E&B 10: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
- discussing the outcomes of a decision, identifying those that were intended and unintended and reflecting on strategies that may address the unintended consequences
Elaborations only
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- creating imaginative texts with main ideas developed through the interconnections of plot, settings, characters, the changing of chronological order, foreshadowing in written, spoken and digital texts
- creating informative and argumentative texts with explanations, details and evidence
- English 9: Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
- identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
- English 10: Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
- reflecting on experiences of when language includes, distances or marginalises others
- English 10: Understand conventions for citing others, and how to reference these in different ways (ACELA1568)
- understanding who to cite in essays, reviews and academic assignments and when it is appropriate to use direct quotations or to report sources more generally
- Maths 9: Apply index laws to numerical expressions with integer indices
(ACMNA209)
- simplifying and evaluating numerical expressions, using involving both positive and negative integer indices
- Maths 10: Compare shapes of box plots to corresponding histograms and dot plots (ACMSP250)
- investigating data in different ways to make comparisons and draw conclusions
- Maths 10: Solve problems involving linear equations, including those derived from formulas (ACMNA235)
- representing word problems with simple linear equations and solving them to answer questions
- Maths 10: Solve linear inequalities and graph their solutions on a number line
(ACMNA236)
- representing word problems with simple linear inequalities and solving them to answer questions
- Maths 10: Solve problems involving parallel and perpendicular lines (ACMNA238)
- solving problems using the fact that parallel lines have the same gradient and conversely that if two lines have the same gradient then they are parallel
- solving problems using the fact that the product of the gradients of perpendicular lines is –1 and conversely that if the product of the gradients of two lines is –1 then they are perpendicular
- Maths 10: Solve linear equations involving simple algebraic fractions (ACMNA240)
- solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution
- representing word problems, including those involving fractions, as equations and solving them to answer the question
- Maths 10: Apply logical reasoning, including the use of congruence and similarity, to proofs and numerical exercises involving plane shapes (ACMMG244)
- performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.
- communicating a proof using a sequence of logically connected statements
- Maths 10: Use the language of ‘if ….then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
- using arrays and tree diagrams to determine probabilities
- Maths 10A: Describe, interpret and sketch parabolas, hyperbolas, circles and exponential functions and their transformations (ACMNA267)
- applying transformations, including translations, reflections in the axes and stretches to help graph parabolas, rectangular hyperbolas, circles and exponential functions
- Maths 10A: Solve problems involving surface area and volume of right pyramids, right cones, spheres and related composite solids (ACMMG271)
- using formulas to solve problems
- Maths 10A: Prove and apply angle and chord properties of circles (ACMMG272)
- performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
- communicating a proof using a logical sequence of statements
- Maths 10A: Solve simple trigonometric equations (ACMMG275)
- using periodicity and symmetry to solve equations
- Science 9: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
(ACSIS170)
- comparing conclusions with earlier predictions and reviewing scientific understanding where appropriate
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
- developing a personal movement vocabulary by combining elements of dance with finding new ways of moving, and establishing a personal style
- investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- identifying and analysing dance styles and traditions and applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- responding to feedback and using self-evaluation to vary and modify motifs, structure and form
- Dance 9-10: Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
- identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- adapting expressive voice and movement skills for performance of different forms and styles and to enhance actor–audience relationships
- conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions and dialogue to engage audience expectations
- exploring, reworking and refining the dramatic action through rehearsal and honing expressive performance skills for effective audience engagement
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- focusing and strengthening the dramatic action by manipulating pace in movement and dialogue, cues, vocal tone, physical proximity between characters and transitions
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- Media 9-10: Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style
(ACAMAM075)
- refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
- designing media artworks to communicate with a particular audience, for example, applying genre conventions or refining use of sound and movement
- trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- organising and curating a school media arts festival or exhibition
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- experimenting with layering of sound to develop a personal style in improvisation and composition
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- using innovative thinking as they explore the capabilities of digital and virtual technologies to resolve design and planning problems
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- managing and modifying the development of a solution, for example using software to record and monitor project tasks, responsibilities and timeframes and to organise continuous opportunities to review progress with collaborative partners and to conduct regular unit testing
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- examining local fast-food options, making healthy selections and advocating healthy choices to peers
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- responding to teacher and peer feedback to enhance performance
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: The population movements and changing settlement patterns during this period (ACDSEH080)
- investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
- Hist 9: The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
- investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
- Hist 9: Reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
- investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
- Hist 9: Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
- investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
- Hist 9: Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
- investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
- Hist 9: Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
- investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
- Hist 9: The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism
(ACDSEH142)
- investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
- Hist 9: Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
- investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
- Hist 9: An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
- investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
- Hist 9: The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
- using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Identify the origin, purpose and context of primary and secondary sources
(ACHHS169)
- explaining the contextual significance of a source, such as Frank Hurley’s World War I photos, and identifying the purpose of Hurley’s creation of composite photos
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- comparing and contrasting views on the values and beliefs of rock’n’roll, film and television across time, age and gender (for example, issues of conservatism and rebellion, the challenge to established ideas and national identity)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- using data from immigration records and processing them using ICT to identify historical trends over time
- explaining the context of a source such as the
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
- examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
- researching the potential of agricultural production in northern Australia
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- examining how information and communication technologies have made it possible for places (for example, in India and the Philippines) to provide a range of global business services
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- examining tourism, students and retirees as sources of income for some places
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- Geo 9: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS064)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 9: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
- creating a map to show the relationship between biomes and world food production, using a spatial technologies application
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- Geo 10: Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
- planning methods of data collection to answer inquiry questions and evaluating questions for their geographical significance
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- creating a map to show measures of environmental change, using a spatial technologies application
- C&C 9: How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
- examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- researching the work of a non-government organisation (NGO), philanthropist, community group or religious group and how and why they contribute to the Australian community
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- explaining the assumptions or missing information that may affect the reliability of an opinion about an issue (for example, commentary from a traditional form of media)
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
- E&B 9: Why and how participants in the global economy are dependent on each other (ACHEK039)
- locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia (for example, comparative advantage and gains from specialisation and trade)
- investigating the activities of transnational corporations in supply chains and global business activities
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- identifying financial risks such as scams and identity theft
- investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds)
- identifying ways consumers can protect themselves from risks (for example, through setting financial goals, insurances, savings, investments, diversification, scam avoidance and superannuation)
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- investigating the different strategies businesses use to create competitive advantage (for example, research and development, offering a lower-cost product, or by implementing efficient internal operations strategies)
- discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- identifying participants in the open Australian economy including household, business, finance, government and foreign sectors
- explaining the impact of global events on the Australian economy and its trade and investment relations with other countries (for example, a natural disaster in a country of the Asia region)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- examining changes to the roles of employees in the workplace (for example, the increasing encouragement for workers to show initiative or act as intrapreneurs)
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- investigating economic performance and living standards and discussing how they can mean different things to different people and countries
- investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
- investigating the ways in which income and wealth are distributed in the economy, using measures such as an income distribution histogram, the Lorenz curve or the Gini coefficient
- E&B 10: The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- identifying ethical and unethical workplace practices and investigating the impact of these practices on individuals
- investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their workforce to improve productivity)
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- interpreting a range of measures of economic performance and standards of living to identify differences within and between economies
- E&B 10: Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
- investigating the performance of the Australian economy using key indicators and explaining fluctuations using phases of the business cycle
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum
Transfer knowledge into new contexts
Level 2: use information from a previous experience to inform a new idea
Content descriptions
- English 1: Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
- creating visual representations of literary texts from Aboriginal, Torres Strait Islander or Asian cultures
- writing character descriptions drawn from illustrations in stories
- retelling key events in stories using oral language, arts, digital technologies and performance media
- English 1: Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
- English 2: Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)
- learning to recite, sing or create interpretations of poems, chants, rhymes or songs from students’ own and other different cultures
- English 2: Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)
- creating imaginative reconstructions of stories and poetry using a range of print and digital media
- telling known stories from a different point of view
- orally, in writing or using digital media, constructing a sequel to a known story
- English 2: Innovate on familiar texts by experimenting with character, setting or plot (ACELT1833)
- inventing some speech, dialogue or behaviour of favourite or humorous characters through imagining an alternative event or outcome in the original text
- Maths 2: Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
- HASS 1: Differences in family structures and roles today, and how these have changed or remained the same over time (ACHASSK028)
- Dance F-2: Explore, improvise and organise ideas to make dance sequences using the elements of dance
(ACADAM001)
- exploring movement possibilities in response to a stimulus, such as imagery, music and shared stories
- Music F-2: Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
- matching pitch to sing in tune and experimenting with speaking and singing voice to recognise the differences
- imitating pitch and rhythm patterns to develop aural recognition skills, for example, echo clapping and call and response singing
- using voices and body percussion to experiment with the elements of music to identify same and different, for example, sound and silence, fast and slow, long and short, high and low, loud and soft, happy and sad
- recording music ideas using technologies and graphic notation
- D&T F-2: Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)
- comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
- communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
- DT F-2: Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)
- playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
- exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data
- exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus, or switch scanning device, and using different software to manipulate text, numbers, sound and images
- recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
- constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- sorting objects and events based on easily identified characteristics and using digital systems to represent patterns in data, for example sorting birthdates and presenting the patterns using seasonal symbols
- exploring with patterns of objects or symbols to represent data, for example the symbol 12 may represent different data to 21, or that an email address has a name followed by an @ symbol followed by another type of name
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
- HPE 1-2: Create and participate in games with and without equipment (ACPMP027)
- inventing games with rules using one or two pieces of equipment
- using stimuli such as equipment, rhythm, music and words to create games
Elaborations only
- English 1: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
(ACELY1660)
- making connections between the text and students’ own experiences, and between information in print and images
- English 1: Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
- reporting the results of group discussions
- giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- drawing, writing and using digital technologies to capture and communicate favourite characters and events
- English 2: Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
- listening and responding to presentations, including those using multimedia, on familiar and learned topics, recording key information, and connecting new and existing knowledge about a topic
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- making connections between the text and students’ own experiences and experiences with other texts, comparing authors’ differing point of view on a topic
- making connections between information in print and images
- building on and using prior knowledge and vocabulary
- making valid inferences using information in a text and students’ own prior knowledge
- English 2: Re-read and edit text for spelling, sentence-boundary punctuation and text structure
(ACELY1672)
- making significant changes to their texts using a word processing program ( for example add, delete or move sentences)
- Science 2: Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions (ACSIS040)
- comparing and discussing, with guidance, whether observations were expected
- Science 2: Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034)
- describing everyday events and experiences and changes in our environment using knowledge of science
- suggesting how everyday items work, using knowledge of forces or materials
- HASS 1: Compare objects from the past with those from the present and consider how places have changed over time (ACHASSI023)
- using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
- exploring Aboriginal and Torres Strait Islander stories, traditional and contemporary, about places and the past and how places have changed
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated
- imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
- HASS 1: Differences and similarities between students’ daily lives and life during their parents’ and grandparents’ childhoods (ACHASSK030)
- comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
- comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)
- HASS 1: The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
- comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe
- HASS 2: Sequence familiar objects and events (ACHASSI037)
- creating a timeline, slideshow or story to show how things develop sequentially (for example, seasonal change in plants, cycles of the weather, personal growth milestones)
- HASS 2: How changing technology affected people’s lives (at home and in the ways they worked, travelled, communicated and played in the past) (ACHASSK046)
- examining the traditional toys used by Aboriginal and Torres Strait Islander children to play and learn (for example, Arrernte children learn to play string games so they can remember stories they have been told)
- identifying some rules for children of past generations that do not apply in the present, and some rules of the present that did not exist in the past due to technological changes
- HASS 2: The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place
(ACHASSK049)
- describing the connections of the local Aboriginal and Torres Strait Islander Peoples with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources
- Dance F-2: Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)
- exploring and responding to dances they make and view, for example, considering what the dance made them think about or how the dance made them feel
- Dance F-2: Present dance that communicates ideas to an audience, including dance used by cultural groups in the community (ACADAM003)
- exploring the movements in dances with representatives of the Aboriginal and Torres Strait Islander community, for example, creating movements that represent animals from their region
- using expressive skills to engage the audience, for example, looking out to audience and using facial expression
- Drama F-2: Use voice, facial expression, movement and space to imagine and establish role and situation
(ACADRM028)
- manipulating objects, puppets, 2D images and available technologies to create stories
- Media F-2: Explore ideas, characters and settings in the community through stories in images, sounds and text (ACAMAM054)
- experimenting with image, for example, retelling a story of the school day in a series of captioned images
- experimenting with technologies to capture images, sounds and text
- exploring composition by selecting and editing images and/or sounds to create the characters in well-known stories or songs
- Media F-2: Use media technologies to capture and edit images, sounds and text for a purpose (ACAMAM055)
- experimenting with and managing a digital camera to capture still or moving images, for example, reviewing captured images, zooming in and out and deleting unwanted images
- experimenting with sound recording technology and found objects to create and record sound effects to support a story
- Music F-2: Create compositions and perform music to communicate ideas to an audience
(ACAMUM082)
- choosing and combining sounds to create compositions, for example, combining pitch and rhythm patterns
- recording music using notation and technologies so others can read the notation and listen to the recording
- D&T F-2: Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
- developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
- D&T F-2: Sequence steps for making designed solutions and working collaboratively (ACTDEP009)
- using lists or storyboarding when planning and making, for example when planning an electronic planting calendar
- D&T F-2: Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)
- using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded materials to design, make and model a constructed environment
- assembling components of systems and checking they function as planned, for example when making a musical instrument
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- using different types of data to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
- HPE 1-2: Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
- sharing the things that make them similar to and different from others in the class
- HPE 1-2: Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
- selecting and implementing different movement skills to be successful in a game
Level 3: transfer and apply information in one setting to enrich another
Content descriptions
- English 3: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
- discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in the text
- English 3: Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
- creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text
- creating multimodal texts that combine visual images, sound effects, music and voice overs to convey settings and events in a fantasy world
- English 4: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
- Maths 3: Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
- exploring meaningful and increasingly efficient ways to record data, and representing and reporting the results of investigations
- Maths 4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
- Maths 4: Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
- identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
- using directions to find features on a map
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- Media 3-4: Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
- Media 3-4: Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
- identifying meaning and describing representations in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories are retold using media technologies
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- exploring ways to represent their ideas using visual conventions from different historical, social or cultural contexts
- experimenting with visual conventions to create particular visual effects in representations
- Visual 3-4: Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
- exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
- Visual 3-4: Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
- DT 3-4: Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
(ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- DT 3-4: Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- DT 3-4: Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
- DT 3-4: Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
Elaborations only
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
- English 3: Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
- acquiring new vocabulary in all curriculum areas through listening, reading, viewing and discussion and using this vocabulary in specific ways such as describing people, places, things and processes
- English 4: Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)
- using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’
- Maths 3: Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
- establishing multiplication facts using number sequences
- Maths 4: Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
- using division by 10 to extend the place-value system
- using knowledge of fractions to establish equivalences between fractions and decimal notation
- Maths 4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
- carrying out calculations in another currency as well as in dollars and cents, and identifying both as decimal systems
- Maths 4: Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
- using known multiplication facts to calculate related division facts
- Science 4: With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
- reflecting on familiar situations to make predictions with teacher guidance
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- making and recording measurements using familiar formal units and appropriate abbreviations, such as seconds (s), grams (g), centimetres (cm) and millilitres (mL)
- HASS 3: Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
(ACHASSI054)
- placing graphs and other data on electronic maps to visualise differences between types and patterns of settlements
- HASS 3: Sequence information about people’s lives and events (ACHASSI055)
- creating visual representations of a sequence of events or happenings (for example, the stages involved in making decisions in a familiar context, such as a planning a class activity, the sequence of seasonal changes in different climates)
- HASS 3: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- identifying differences in the meaning of celebrations when viewed from different perspectives that result in different actions (for example, the meaning of Australia Day for many Aboriginal and Torres Strait Islander Peoples when compared with its meaning for many other Australians)
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- using maps, ground and aerial photographs and satellite images or a digital application (for example, European Space Agency, NASA World Wind or Google Earth), to identify, locate and describe geographical patterns and distributions (for example, different types and patterns of settlements in Australia and Asia)
- discussing and comparing how Aboriginal and Torres Strait Islander Peoples may represent places and their features visually (for example, in paintings and sand drawings) and identify symbols and patterns
- HASS 3: Draw simple conclusions based on analysis of information and data
(ACHASSI058)
- examining the meaning of diversity using examples drawn from their community (such as celebrations and commemorations), drawn from other countries (such as environments, climate, lifestyle, settlement) and from the experiences of their peers (such as how they participate in their family and community)
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- choosing and enacting roles for group work that recognise an awareness of members’ knowledge and skills and customs
- HASS 3: Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
- considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- comparing information in sources to identify evidence of change (for example, Aboriginal, Dutch and French place names on Australia’s west coast; past and present distribution of vegetation in North Africa that points to increasing desertification)
- interpreting thematic maps and using Google Earth or similar applications to describe the characteristics of a continent or region or to identify the distribution of a particular characteristic (for example, languages of South America, equatorial rainforests, settlement along a major river valley in South America from its source to the sea)
- comparing environments in places of similar climate and vegetation that are located on different continents (for example, sandy, icy and stony deserts of Australia, Africa, Antarctica and South America)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising strategies to reduce impacts on the environment
- proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden; making socially responsible decisions)
- HASS 4: The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087)
- researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America
- Dance 3-4: Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices
(ACADAM005)
- using contrast and repetition to explore and generate new movement in response to stimuli such as stories, memories and the environment
- selecting and combining movements using choreographic devices such as contrast and repetition, for example, combining movements learned in a dance from Asia with other dance movements, or repeating movement to show emphasis
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers, for example, establishing time and place and the roles and characters in the drama
- Drama 3-4: Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
- exploring dramatic traditions and practices from one or more Asian societies in their drama
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- Music 3-4: Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
- singing learnt pitch and rhythm patterns and varying elements of music within them to create different effects, for example, singing softer or louder, faster or slower, repeating phrases
- exploring and varying instrumental timbres in isolation and combination, for example, playing softer or louder, faster or slower, repeating phrases
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
- using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- HPE 3-4: Apply innovative and creative thinking in solving movement challenges
(ACPMP049)
- transferring and applying skills to solve movement challenges
- drawing on prior knowledge to solve movement challenges
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- participating in physical activities which require problem-solving to achieve a goal
Level 4: apply knowledge gained from one context to another unrelated context and identify new meaning
Content descriptions
- English 5: Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACELA1511)
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- English 5: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 6: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
- recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, technology and artefacts travelled across them; analysing a food web to reveal how plants, animals, water, air and people are connected)
- making inferences using sources, such as graphs and thematic maps, that show distribution (for example, the number of electors in some state or federal electorates to discuss representation; the distribution of primary resource industries in Australia and their proximity to cities; the spread of the cane toad across Australia and its threat to environments)
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- selecting, combining, arranging and refining movement using choreographic devices such as canon and unison
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- manipulating dramatic action and use of available theatre technologies to create different meanings
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- checking existing solutions to identify features that are transferable to new but similar digital solutions, for example identifying if there are any similarities (such as user age and special requirements) between an existing game and a new game to be created – in terms of the types of data and the needs of the users
- DT 5-6: Design a user interface for a digital system (ACTDIP018)
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
Elaborations only
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- English 5: Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)
- experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers
- using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating and using information
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- using prior knowledge and textual information to make inferences and predictions
- English 6: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816)
- using effective strategies for dialogue and discussion in range of familiar and new contexts, including speaking clearly and coherently and at appropriate length, acknowledging and extending the contributions of others, asking pertinent questions and answering others’ questions
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as recounting an excursion to a younger class or welcoming a visitor to a school function
- Maths 5: Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)
- using simple divisibility tests
- Science 5: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- applying experience from similar situations in the past to predict what might happen in a new situation
- Science 6: With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- applying experience from previous investigations to predict the outcomes of investigations in new contexts
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- exploring past or present representations of people that differ from those commonly conveyed (for example, missing voices of minority groups such as youth, the unemployed, non-citizens, women, children, Aboriginal and/or Torres Strait Islander Peoples, migrants, South Sea Islanders)
- HASS 5: Work in groups to generate responses to issues and challenges (ACHASSI102)
- using communication technologies to exchange information and to facilitate the development of a collaborative response
- HASS 5: The reasons people migrated to Australia and the experiences and contributions of a particular migrant group within a colony (ACHASSK109)
- connecting (where appropriate) stories of migration to students’ own family histories
- HASS 5: The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia
- HASS 5: Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
- exploring the strategies that can be used when making consumer and financial decisions (for example, finding more information, comparing prices, keeping a record of money spent, saving for the future)
- HASS 5: The key values that underpin Australia’s democracy
(ACHASSK115)
- considering how students apply democratic values in familiar contexts
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- connecting stories of migration to students’ own family histories (where appropriate)
- HASS 6: How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
- exploring some national needs and wants in Australia and an Asian country (for example, access to water, education, health care) and comparing resource limitations and decisions
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- identifying the features of drama from other contexts, including investigating traditional and contemporary drama from Asia
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- using props, costumes, instruments and available technologies such as light, sound and multimedia to create dramatic symbols and enhance dramatic action
- planning and designing elements of their performance, for example, creating a stage design and interpreting diagrams and locations and using proximity and directional stage language in performance spaces during rehearsal
- Media 5-6: Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
- applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio
- Media 5-6: Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
- designing and creating an animated sequence that personifies inanimate objects and creates smooth action
- identifying and applying the conventions and layout of web page design to engage and interact with a particular audience
- editing a chase sequence, adding music to heighten the action and tension
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- organising, developing and refining ideas by experimenting with structure
- Music 5-6: Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
- rehearsing and refining performances in an expressive manner to communicate meaning, for example, songs from the community
- composing, rehearsing and performing songs and instrumental pieces using scores in a range of forms
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through art
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- using current food guides and government-endorsed food policies to plan food choices
- identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- comparing tools, equipment and techniques to select those most appropriate for a given purpose
- comparing the design and production of products, services and environments in Australia and a country in the Asia region
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior knowledge, skills and research
- experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart
- reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
- D&T 5-6: Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)
- working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary
- representing the state of an object in a game as active or inactive using the respective binary values of 1 or 0
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying practices that support the organisation of collaborative problem-solving, for example finding online meeting times that suit all members, and agreeing on ways of protecting files and sharing information digitally with members
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- exploring the emotions associated with feeling unsafe or uncomfortable and how emotions can vary according to different contexts and situations
- HPE 5-6: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- sharing how important people in their life influence them to act or behave in a healthy or safe way
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- applying stability and locomotor skills to dodge and feint in different movement situations
- applying kicking, striking and throwing skills to propel an object and keep it in motion
- performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
- designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
- experimenting with different music genres such as Indian bhangra music when performing creative dances
- HPE 5-6: Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
- proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
- proposing and applying movement concepts and strategies to safely traverse a natural environment
Level 5: justify reasons for decisions when transferring information to similar and different contexts
Content descriptions
- English 7: Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition
(ACELT1625)
- using aspects of texts in imaginative recreations such as re-situating a character from a text in a new situation
- imagining a character’s life events (for example misadventures organised retrospectively to be presented as a series of flashbacks in scripted monologue supported by single images), making a sequel or prequel or rewriting an ending
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- English 8: Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- English 8: Investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- integrating multimodal approaches within a spoken presentation to purposefully develop meaning for a given audience
- English 8: Use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)
- Maths 7: Extend and apply the laws and properties of arithmetic to algebraic terms and expressions (ACMNA177)
- moving fluently between algebraic and word representations as descriptions of the same situation
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- collecting useful information from secondary sources to answer inquiry questions (for example, articles, graphs, charts and statistics to show religious diversity in Australia; information from the Australian Bureau of Statistics to understand patterns of employment in Australia; thematic maps, weather maps, climate graphs, compound column graphs and population pyramids, reports, census data and the media to support a study of liveability of a city)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for example, the patterns of a selected hydrological hazard over time and place) and to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities, river systems and the availability of surface water)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- working with different combinations of the elements of drama to create and sustain dramatic situations and show contrast
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- describing the role of drama in different cultures and using this information when they plan their own drama
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
- starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- Hist 8: Dominance of the Catholic Church and the role of significant individuals such as Charlemagne (ACDSEH052)
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- using aerial images of contrasting places to identify differences in housing density
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
- presenting a report, supported by graphic representations, to communicate a reasoned argument (for example, to propose actions to ensure future water security)
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- using digital mapping tools to map the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
- presenting a report, supported by spatial technologies, to communicate a reasoned argument (for example, to advocate for actions to ensure that landscapes and seascapes can be managed sustainably for use by future generations)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- E&B 7: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)
- communicating findings in different formats such as graphs, tables, spreadsheets, visual displays and reports
- using economics and business terms when presenting conclusions such as market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits
- discussing the consequences of an economic or business decision, and reflecting on the effect of alternative actions
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- applying informed decision-making skills to familiar and new situations (for example, helping the family decide what products they need to purchase during the week)
- E&B 8: Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)
- constructing appropriate displays of information and data to show trends and relationships (for example, preparing a data show which includes visual displays including graphs and charts as well as text to present findings and conclusions)
- developing different presentations for different audiences such as peers, businesses or the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, market economy, market system, price setting, outsourcing, business ownership, rights and responsibilities
- discussing and reflecting on the consequences of a proposed action, and those of the alternative actions
Elaborations only
- English 7: Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805)
- transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations necessary to a new mode
- drawing on literature and life experiences to create a poem, for example ballad, series of haiku
- English 7: Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning (ACELY1804)
- using effective strategies for dialogue and discussion in range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, clarifying and rephrasing comments of others
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, adapting language choices to meet the perceived audience needs, such as debating a topic with a team from another school, introducing a speaker at a school function
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or substituting words for impact (ACELY1726)
- using collaborative technologies to jointly construct and edit texts
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- writing structured paragraphs for use in a range of academic settings such as paragraph responses, reports and presentations
- English 8: Explore the interconnectedness of Country/Place, People, Identity and Culture in texts including those by Aboriginal and Torres Strait Islander authors (ACELT1806)
- selecting aspects of a text related to Country/Place, People, Identity and Culture and adapt it for a new context, noting if changes in one aspect will result in changes in another
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- creating and performing scripts for short plays that make use of the affordances of visual, verbal and additional modes (for example music) to create atmosphere, to deepen interpretation of verbal meaning and to enhance the drama of a performance
- English 8: Use interaction skills for identified purposes, using voice and language conventions to suit different situations, selecting vocabulary, modulating voice and using elements such as music, images and sound for specific effects (ACELY1808)
- choosing vocabulary and spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification, to meet perceived audience needs
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- creating texts that express views and values other than students’ own
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- reflecting on content by connecting and comparing information found in a text to knowledge sourced elsewhere
- Maths 8: Extend and apply the distributive law to the expansion of algebraic expressions (ACMNA190)
- applying the distributive law to the expansion of algebraic expressions using strategies such as the area model
- Science 7: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- using information and knowledge from previous investigations to predict the expected results from an investigation
- Science 8: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- using information and knowledge from their own investigations and secondary sources to predict the expected results from an investigation
- HASS 7: Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-specific terms, conventions and concepts (ACHASSI163)
- using digital technologies to create multimedia presentations (for example, to show the specific features of an ancient battle, pyramid complex or burial site; to show the spatial distribution and patterns of liveability; to present a case for a constitutional change)
- using correct discipline-specific terms and concepts when presenting findings and conclusions (for example, when explaining the rule of law, separation of powers, secular nation, market, workforce, income, financial objectives, entrepreneurial behaviours and skills, costs and benefits)
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- selecting, combining, refining and sequencing movement using choreographic devices such as transitions, variation and contrast and choreographic forms such as binary, ternary and narrative
- Drama 7-8: Perform devised and scripted drama maintaining commitment to role (ACADRM044)
- using audience feedback to enhance future performance, for example, adjusting performance based on audience responses to characters’ portrayal of emotions and empathy
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- exploring media artworks that provide different ideas and concepts based on points of view and institutional practice, including viewing and experimenting with the depiction of cultural groups and social values in Australian film and television
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- arranging a familiar piece into a different musical style by manipulating the elements of music
- creating an arrangement of a known melody
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- observing how artists select and apply different visual arts techniques to represent themes, concepts and ideas and considering how they could use these in their own art making
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
- D&T 7-8: Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)
- identifying and managing risks in the development of various projects, for example working safely, responsibly, cooperatively and ethically on design projects, assessing uncertainty and risk in relation to long-term health and environmental impacts
- developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
- modelling the attributes of real-world objects for a computer game
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing a digital game that manipulates models of real-world objects
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- designing and performing movement sequences to create, use and defend space
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- using a cross-sectional drawing of the earth’s surface from an archaeological excavation to identify the evidence located at various layers (stratigraphy) and what it reveals about change over time (for example, a charcoal layer containing human remains and weapons may indicate the capture and destruction of an ancient settlement such as Troy)
- Hist 7: Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy, women, slaves), including the influence of law and religion
(ACDSEH032)
- outlining the rights of women (for example, in the areas of marriage, family life, work and education) and their responsibilities (that is, generally limited to the home and family)
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- outlining the rights of citizens in ancient Athens (for example, the right to vote), their responsibilities (for example, military service, attending assembly meetings) and the invention of freedom
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- outlining the rights and responsibilities of women (for example, in the areas of marriage, family life, work and education)
- Hist 7: Identify and locate relevant sources, using ICT and other methods (ACHHS208)
- identifying information within a source that can be used as evidence to support an interpretation
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- using strategies to detect whether a statement is fact or opinion, including word choices that may indicate an opinion is being offered (for example, the use of conditionals ‘might’, ‘could’, and other words such as ‘believe’, ‘think’, ‘suggests’)
- Hist 7: Use historical terms and concepts (ACHHS206)
- defining and using terms such as BC (Before Christ), AD (anno Domini), BCE (Before Common Era), and CE (Common Era); prehistory (before the period of textual recording) and history (the period beginning with named individuals and textual recording)
- defining and using concepts such as slavery, divine right, source (where a historian finds information) and evidence (the information that is used by the historian)
- Hist 8: Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
- outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
- Hist 8: The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)
- outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
- Hist 8: The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049)
- outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
- Hist 8: Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
- exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
- Hist 8: The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
- Hist 8: The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
- using studies of church records from the period to identify the effect of the Black Death on human populations and to consider the reliability of these statistics
- Hist 8: The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
- Hist 8: Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS156)
- using scaffolds illustrating the structural and language features of particular text types (for example, descriptions and explanations) to create a text that communicates specific findings about the past
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- constructing tables, graphs, maps and diagrams to represent the data collected about water scarcity and liveability of places
- creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places
- Geo 7: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- creating a map to show the spatial distribution and patterns of liveability, using computer mapping software
- developing a map to show the spatial distribution of measures of the liveability of their own place, or a selected hydrological hazard in Australia and another region of the world
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- constructing tables and graphs of demographic or economic data for Australia or China
- creating annotated diagrams to show a landscape and its landforms
- Geo 8: Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- developing a statistical map to show demographic or economic data for Australia or China, or show the cultural and demographic diversity of Aboriginal and Torres Strait Islander Peoples using mapping software
- creating a map showing geomorphological features by using data from Geoscience Australia, or demographic statistics from census data, using a spatial technologies application
- using the Global Positioning System (GPS) to make a map of the features of a landform
- C&C 8: Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS073)
- creating material for public distribution with a specific purpose and context (for example, an advertisement promoting participation in Australia’s democracy)
- E&B 7: Why and how individuals and businesses plan to achieve short-term and long-term personal, organisational and financial objectives (ACHEK018)
- identifying ways short- and long-term personal financial objectives can be achieved, for example through developing a budget and having a savings plan
- exploring ways that businesses manage finances and plan in the short- and long-term to achieve organisational and financial objectives (for example, by developing a business plan or borrowing to invest in the business)
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work)
Level 6: identify, plan and justify transference of knowledge to new contexts
Content descriptions
- English 9: Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts (ACELT1635)
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- English 9: Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink (ACELT1638)
- making language choices and choosing particular language devices to achieve intended effects, for example building in a surprise or twist in the ending of a short story or final scene of a film
- taking an existing short story, poem, play or speech in print form and creating a short visual text which is accompanied by a sound track containing music and sound effects, and which is intended to amuse audiences who are familiar with the original text
- creating written interpretations of traditional and contemporary literature which employs devices like metaphor, symbol, allegory and myth, and evaluating the contribution of these devices to the interpretation of the text
- creating written interpretations of traditional and contemporary poetry (for example sonnets and contemporary song lyrics) focusing on their use of symbol, myth, icons and imagery
- English 9: Use a range of software, including word processing programs, flexibly and imaginatively to publish texts (ACELY1748)
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- English 10: Identify, explain and discuss how narrative viewpoint, structure, characterisation and devices including analogy and satire shape different interpretations and responses to a text (ACELT1642)
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- creating texts that refer to themes or make particular connections to texts, for example writing crime fiction or romance short stories
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- English 10: Use a range of software, including word processing programs, confidently, flexibly and imaginatively to create, edit and publish texts, considering the identified purpose and the characteristics of the user (ACELY1776)
- Maths 10: Apply the four operations to simple algebraic fractions with numerical denominators (ACMNA232)
- expressing the sum and difference of algebraic fractions with a common denominator
- Maths 10A: Use the definition of a logarithm to establish and apply the laws of logarithms (ACMNA265)
- Maths 10A: Investigate the concept of a polynomial and apply the factor and remainder theorems to solve problems (ACMNA266)
- Maths 10A: Prove and apply angle and chord properties of circles (ACMMG272)
- performing a sequence of steps to determine an unknown angle or length in a diagram involving a circle, or circles, giving a justification in moving from one step to the next
- proving results involving chords of circles
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- using internet research to identify problems that can be investigated
- developing ideas from students own or others’ investigations and experiences to investigate further
- Science 10: Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
- developing hypotheses based on well-developed models and theories
- using internet research to identify problems that can be investigated
- formulating questions that can be investigated within the scope of the classroom or field with available resources
- developing ideas from students own or others’ investigations and experiences to investigate further
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- extending their movement vocabulary to explore their own stylistic preferences and personal identity, for example, using analysis of dance styles from a range of cultures and times to inform their choreographic practice
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- improvising with the elements of dance and analysing movement choices to reflect their individuality and to clarify their choreographic intent
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- Drama 9-10: Manipulate combinations of the elements of drama to develop and convey the physical and psychological aspects of roles and characters consistent with intentions in dramatic forms and performance styles (ACADRM048)
- analysing and creating performance highlighting subtext, dramatic tension, atmosphere and mood based on the story, setting, dialogue and stage directions
- applying the conventions of character in particular forms and performance styles, using research to develop understanding of the conventions and refining use of relevant techniques
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- experimenting with layering of sound to develop a personal style in improvisation and composition
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- re-imagining designs to feature emerging technologies
- considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
- producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- developing a preliminary specification for an opportunity or a need that typically contains a problem statement, a set of solution needs expressed as functional and non-functional requirements, any assumptions or constraints to be considered and the scope or boundaries of the solution
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- coding separate modules that perform discrete functions but collectively meet the needs of the solution
- defining classes that represent the attributes and behaviour of objects in the real world or in a game
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- Geo 10: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
- outlining how geographical information systems (GIS) are used in environmental management or in analysing spatial patterns of human wellbeing
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- organising the data and information collected into a form that shows the different perspectives around an issue/event (for example, the impact of global events on participants in the Australian economy)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- E&B 9: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
- applying enterprising behaviours to class and everyday activities (for example, by taking on a leadership role in a project, establishing goals that are meaningful and realistic, accepting responsibility)
- applying different strategies for mitigating risks, such as using procedures for safe and secure online banking and shopping (for example, checking bank/credit card statements; using credible, secure websites)
- E&B 9: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
- representing data in different forms such as charts, tables and graphs, maps or models to communicate findings
- developing texts for different audiences such as peers, businesses, the public, and for different purposes (for example, to persuade or inform)
- using economics and business terms and concepts such as interdependence, trade, comparative advantage, globalisation, supply chain, insurance, savings buffer, intrapreneur, competitive advantage, costs, benefits
- E&B 9: Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)
- discussing and reflecting on the outcomes of a decision and identifying those that were intended or unintended
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- evaluating different types of loans to estimate the short- and long-term financial implications of each
- applying enterprising behaviours to a class or independent activity (for example, by showing initiative and leadership, establishing goals that are meaningful and realistic, accepting responsibility)
- using appropriate indicators of economic performance to explain variations across economies
- E&B 10: Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
- using economics and business terms and concepts such as indicators, economic performance, business cycle, organisational structure, workforce management, interest rates
- communicating findings of the investigation in appropriate formats (for example, web pages, financial statements, spreadsheets, graphs and reports)
- developing texts for different audiences such as peers, businesses, the public, a business manager/entrepreneur, and for different purposes (for example, to persuade or inform)
- E&B 10: Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)
- discussing the outcomes of a decision, identifying those that were intended and unintended and reflecting on strategies that may address the unintended consequences
Elaborations only
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- identifying, comparing and creating relationships between texts (including novels, illustrated stories, social issue cartoons, documentaries, multimodal texts)
- English 9: Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects (ACELY1811)
- using effective strategies for dialogue and discussion in a range of formal and informal contexts, including speaking clearly and coherently and at appropriate length, presenting a point of view and listening to other viewpoints, and negotiating an agreed position on an issue
- choosing vocabulary, spoken text and sentence structures for particular purposes and audiences, such as debating a topic with a team from another school, creating a voiceover for a media presentation, and adapting language choices such as use of similes, metaphors and personification to meet the perceived audience needs
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- identifying whether two texts may share a common purpose or audience, for example a feature article on a particular website or in a particular newspaper
- analysing how issues are debated and reported in the media in different countries, and the possible reasons for this, for example ‘whaling’ in Japan and Australia
- English 9: Understand that authors innovate with text structures and language for specific purposes and effects (ACELA1553)
- experimenting with ways to present personal viewpoints through innovating with texts
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- reproducing and adapting existing print texts for an online environment and explaining the reasons for the adaptations (for example accounting for the navigation and use of hyperlinks as structuring principles in hypertext narratives)
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- imaginatively adapting texts from an earlier time or different social context for a new audience
- English 10: Use organisation patterns, voice and language conventions to present a point of view on a subject, speaking clearly, coherently and with effect, using logic, imagery and rhetorical devices to engage audiences (ACELY1813)
- adapting voice effects, such as tone, volume, pitch, pauses and change of pace, for their specific effects such as putting forward a point of view or attempting to persuade an audience to a course of action
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- presenting a structured argument by providing a statement of the major perspectives or concerns relating to an issue; previewing the structure of arguments; structuring the text to provide a major point for each paragraph with succinct elaboration, and concluding with a summary of the main issues or recommendations in an argument
- English 10: Understand that Standard Australian English in its spoken and written forms has a history of evolution and change and continues to evolve (ACELA1563)
- experimenting with and incorporating new words and creative inventions in students’ own written and spoken texts
- English 10: Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people (ACELA1564)
- creating texts that represent personal belief systems (such as credos, statements of ethical judgements, guidelines, letters to the editor and blog entries)
- Maths 10: Connect the compound interest formula to repeated applications of simple interest using appropriate digital technologies (ACMNA229)
- working with authentic information, data and interest rates to calculate compound interest and solve related problems
- Maths 10: Simplify algebraic products and quotients using index laws
(ACMNA231)
- applying knowledge of index laws to algebraic terms, and simplifying algebraic expressions using both positive and negative integral indices
- Maths 10: Explore the connection between algebraic and graphical representations of relations such as simple quadratics, circles and exponentials using digital technology as appropriate (ACMNA239)
- applying translations, reflections and stretches to parabolas and circles
- Maths 10: Solve right-angled triangle problems including those involving direction and angles of elevation and depression (ACMMG245)
- applying Pythagoras’ Theorem and trigonometry to problems in surveying and design
- Maths 10: Use the language of ‘if ….then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
- using arrays and tree diagrams to determine probabilities
- Maths 10A: Establish the sine, cosine and area rules for any triangle and solve related problems (ACMMG273)
- applying knowledge of sine, cosine and area rules to authentic problems such as those involving surveying and design
- Science 9: The theory of plate tectonics explains global patterns of geological activity and continental movement (ACSSU180)
- relating the extreme age and stability of a large part of the Australian continent to its plate tectonic history
- Science 10: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
- predicting future applications of aspects of nanotechnology on people’s lives
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- refining technical skills in response to self-reflection to develop control, accuracy, strength, balance, alignment, flexibility, endurance, coordination and articulation
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- responding to feedback and using self-evaluation to vary and modify motifs, structure and form
- Dance 9-10: Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent (ACADAM024)
- identifying and refining expressive skills in performance, and selecting appropriate expressive skills to sensitively connect with varying social and cultural contexts and audiences
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- linking conventions from different forms and styles with purposes, origins and contexts
- Drama 9-10: Practise and refine the expressive capacity of voice and movement to communicate ideas and dramatic action in a range of forms, styles and performance spaces, including exploration of those developed by Aboriginal and Torres Strait Islander dramatists (ACADRM049)
- conveying through voice and movement the tensions in stories, ideas, characters, relationships, actions and dialogue to engage audience expectations
- exploring, reworking and refining the dramatic action through rehearsal and honing expressive performance skills for effective audience engagement
- Drama 9-10: Structure drama to engage an audience through manipulation of dramatic action, forms and performance styles and by using design elements
(ACADRM050)
- learning and applying the basic concepts for interpreting texts and contexts, directing dramatic action, and using available theatre technologies
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- experimenting with images, sounds and text to develop representations of current social issues
- Media 9-10: Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)
- refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
- Media 9-10: Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style
(ACAMAM075)
- refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
- designing media artworks to communicate with a particular audience, for example, applying genre conventions or refining use of sound and movement
- trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- composing and arranging music using the elements of music to communicate style and genre, and considering contemporary Australian styles and emerging genres such as Aboriginal hip hop and mash up and classical fusion of instrumentation such as symphonic orchestra and didgeridoo
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- using innovative thinking as they explore the capabilities of digital and virtual technologies to resolve design and planning problems
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- D&T 9-10: Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)
- predicting the impact of emerging technologies for preferred futures
- constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- generating a layout or report in a database or applying a style sheet to a web page
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- responding to teacher and peer feedback to enhance performance
- Hist 9: The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
- outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
- Hist 9: Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
- outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, ‘The Mongolian Octopus’)
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- graphing the proportion of Australian servicemen who died during World War I, compared to that of other countries involved in the war
- Hist 9: Use historical terms and concepts (ACHHS165)
- defining and using concepts such as ‘imperialism’, ‘nationalism’, ‘evolution’, ‘evidence’
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- Hist 10: The impact of World War II, with a particular emphasis on the Australian home front, including the changing roles of women and use of wartime government controls (conscription, manpower controls, rationing and censorship) (ACDSEH109)
- investigating the impact of World War II at a local and national level (for example, significant events such as the bombing of Darwin; the Japanese submarine attack on Sydney and the sinking of ships off the Australian coast; the ‘Battle of Brisbane’; the Cowra breakout and the Brisbane Line)
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander Peoples, and the role of ONE individual or group in the struggle (ACDSEH134)
- investigating the role of Charles Perkins in the Freedom Ride of 1965 and the efficacy of television in bringing the struggle for rights and freedoms to national attention
- Hist 10: The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) (ACDSEH143)
- investigating the legacy of children’s experiences in ‘care’ (their placement in orphanages, Children’s Homes, foster care and other forms of out-of-home care), and the significance of the United Nations Convention on the Rights of the Child (1990)
- Hist 10: Developments in popular culture in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll (ACDSEH121)
- investigating America’s cultural influence, as seen in the arrival of television for the Melbourne Olympics (1956) and Bill Haley’s Australian tour (1957)
- Hist 10: Australia’s contribution to international popular culture (music, film, television, sport) (ACDSEH123)
- investigating the changing contribution of the Australian rock’n’roll, film and television industries to Australian culture and identity through the development and export of music, film and television, for example the Easybeats from Sydney and Go-Betweens from Brisbane,
- Hist 10: The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)
- investigating the nature of the waves of migration such as the countries that were the source of migrants, the numbers of migrants from those countries, and trends in migration since World War II such as increasing migration from the Asian region to Australia
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- investigating policies of multiculturalism since the 1970s and the concepts of cultural heritage and assimilation
- Hist 10: The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028)
- outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
- Hist 10: The intensification of environmental effects in the twentieth century as a result of population increase, urbanisation, increasing industrial production and trade (ACDSEH125)
- investigating the impact of early texts that warned about environmental change (for example,
- Hist 10: Significant events and campaigns that contributed to popular awareness of environmental issues, such as the campaign to prevent the damming of Australia’s Gordon River, the nuclear accident at Chernobyl and the Jabiluka mine controversy in 1998 (ACDSEH127)
- investigating a range of environmental impacts (for example, the flooding of Lake Pedder in Tasmania, deforestation in Indonesia, the decline of the Aral Sea, the Exxon Valdez oil spill, the whaling industry)
- Hist 10: Identify the origin, purpose and context of primary and secondary sources
(ACHHS187)
- using data from immigration records and processing them using ICT to identify historical trends over time
- Hist 10: Use historical terms and concepts (ACHHS183)
- defining and using terms and concepts such as ‘liberation’, ‘human rights’, ‘popular culture’ and ‘contestability’
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
- developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- constructing a graph to show the relationship between growth in world population and world food production
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS066)
- creating a map to show the relationship between biomes and world food production, using a spatial technologies application
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- using Gapminder or United Nations statistics to collect data on countries to answer an inquiry question
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- developing a table to show the responses to environmental change in a particular environment
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- constructing computer-generated tables, graphs, maps and diagrams to analyse data on human wellbeing
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- creating a map to show measures of environmental change, using a spatial technologies application
- C&C 9: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
- considering Australian, regional and global futures and how students might contribute as active and informed citizens
- C&C 9: The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
- discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- considering and identifying the qualities of a citizen in a contemporary, successful democracy
- discussing the implications of living in an interconnected world and what this could mean for active and informed citizenship
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- discussing whether the adoption of strategies based around corporate social responsibility can increase the competitive advantage of businesses
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- discussing the responsibilities of government in improving the conditions of workers (for example, work health and safety, equal employment opportunity, anti-discrimination laws)
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- representing data and information in a format to aid interpretation and analysis (for example, providing a timeline of events and/or providing a graph showing changes in data)
Analysing, synthesising and evaluating reasoning and procedures
Analysis by subject
| Element | TOTAL | English | Maths | Science | HASS | Hist | Geo | C&C | E&B | Dance | Drama | Media | Music | Visual | DT | D&T | HPE | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Apply logic and reasoning | CDs unelab Elabs orphan | 253 3% 848 59% | 66 11% 76 49% | 7 5 40% | 6 25 92% | 27 72 43% | 12 88 89% | 10 107 87% | 10 55 78% | 10 44 68% | 4 25 64% | 3 21 62% | 6 24 54% | 5 29 38% | 5 34 65% | 22 74 39% | 23 86 34% | 37 83 34% |
| Draw conclusions and design a course of action | CDs unelab Elabs orphan | 83 1% 188 55% | 4 25% 3 67% | 1 0 | 4 6 83% | 16 39 28% | 9 11 73% | 10 21 38% | 8 21 81% | 8 8 12% | 1 4 100% | 1 4 75% | 1 10 90% | 4 12 50% | 2 13 54% | 4 7 43% | 7 11 18% | 3 18 94% |
| Evaluate procedures and outcomes | CDs unelab Elabs orphan | 118 2% 204 58% | 32 6% 13 38% | 2 5 100% | 16 14 7% | 5 20 65% | 9 14 50% | 15 10 70% | 6 13 62% | 4 8 75% | 1 2 50% | 1 5 60% | 1 3 100% | 1 7 86% | 2 4 100% | 4 15 60% | 8 46 61% | 11 25 48% |
| TOTAL | CDs unelab Elabs orphan | 454 2% 1240 58% | 102 10% 92 48% | 10 10 70% | 26 45 64% | 48 131 42% | 30 113 82% | 35 138 78% | 24 89 76% | 22 60 62% | 6 31 68% | 5 30 63% | 8 37 68% | 10 48 48% | 9 51 65% | 30 96 43% | 38 143 41% | 51 126 45% |
Analysis by level (L1/L2 overlap for subjects with an F-2 band)
| Element | TOTAL | L1 | L2 | L3 | L4 | L5 | L6 | |
|---|---|---|---|---|---|---|---|---|
| Apply logic and reasoning | CDs unelab Elabs orphan | 253 3% 848 59% | 5 11 82% | 8 22 73% | 27 69 58% | 46 2% 116 48% | 68 3% 308 69% | 99 4% 331 53% |
| Draw conclusions and design a course of action | CDs unelab Elabs orphan | 83 1% 188 55% | 2 1 100% | 2 6 50% | 5 14 43% | 12 8% 28 32% | 28 66 61% | 34 73 60% |
| Evaluate procedures and outcomes | CDs unelab Elabs orphan | 118 2% 204 58% | 1 0 | 1 3 100% | 7 16 62% | 12 24 71% | 26 56 59% | 72 3% 105 52% |
| TOTAL | CDs unelab Elabs orphan | 454 2% 1240 58% | 8 12 83% | 11 31 71% | 39 99 57% | 70 3% 168 49% | 122 2% 430 66% | 205 3% 509 54% |
Apply logic and reasoning
Level 2: identify reasoning used in choices or actions in specific situations
Content descriptions
- English 2: Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)
- discussing moral and teaching stories from varied cultures, identifying and comparing their central messages
- English 2: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
- English 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)
- learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- HASS 1: Interpret data and information displayed in pictures and texts and on maps (ACHASSI024)
- HASS 1: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI026)
- HASS 2: Interpret data and information displayed in pictures and texts and on maps (ACHASSI040)
- interpreting flowcharts and geographic and concept maps to explore system connections (for example, places members of their class are connected to, where some food comes from, how Aboriginal songlines connect places)
- interpreting symbols and codes that provide information (for example, map legends)
- explaining what intangible boundaries mean or why they exist (for example, the equator as a division on a globe, out-of-bounds areas shown on a plan of the school)
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- HPE 1-2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
- creating their own positive health message and sharing it with the class
Elaborations only
- English 2: Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590)
- connecting the feelings and behaviours of animals in anthropomorphic stories with human emotions and relationships
- English 2: Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591)
- investigating Aboriginal stories, found from online sources, that explain physical features of the landscape and identify and describe the common features of language used
- Maths 1: Choose simple questions and gather responses and make simple inferences (ACMSP262)
- determining which questions will gather appropriate responses for a simple investigation
- HASS 2: Pose questions about past and present objects, people, places and events (ACHASSI034)
- developing inquiry questions about a historical site (for example, ‘What does it look like now?’, ‘What condition is it in?’, ‘What was its purpose?’, ‘How might its use have changed?’, ‘How was it built/created?’, ‘Who built it?’, ‘How is it now used?’, ‘Why is it important?’)
- developing inquiry questions about places (for example, ‘What are the features of the place?’, ‘How far away is it?’, ‘How easy is it to get to?’, ‘How am I connected to it?’)
- posing questions using the stems, ‘How do I feel about …’, ’What would it be like to …’ and ‘What effect …’
- HASS 2: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
- discussing the history or value of places in the local community from an exploration of place names (for example, place names that are linked to Aboriginal and Torres Strait Islander Peoples, historical events, early settlers, and political, religious and social figures)
- D&T F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)
- exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest
- D&T F-2: Explore how technologies use forces to create movement in products (ACTDEK002)
- selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
- exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
- exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
- DT F-2: Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)
- creating different patterns using the same elements, for example using patterns of coloured counters to communicate and give meaning such as a response of ‘yes’ or ‘no’
- learning about how data are represented by changing pixel density (resolution) in a photograph with support and noting the change in file size to successfully email to a friend
- DT F-2: Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)
- experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner, such as following a path around the classroom
- following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion
- DT F-2: Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)
- planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
Level 3: identify and apply appropriate reasoning and thinking strategies for particular outcomes
Content descriptions
- English 3: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
- reading texts in which Aboriginal and Torres Strait Islander children/young people are the central characters/protagonists and making links to students’ own lives, noting similarities
- exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)
- English 4: Investigate how quoted (direct) and reported (indirect) speech work in different types of text
(ACELA1494)
- investigating examples of quoted (direct) speech (‘He said, “I’ll go to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences
- English 4: Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
- English 4: Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
- viewing documentaries and news footage from different periods, comparing the style of presentation, including costumes and iconography with contemporary texts on similar topics and tracking changing views on issues, for example war, race, gender
- English 4: Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
- English 4: Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
- Maths 3: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
- Maths 4: Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
- identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference
- using directions to find features on a map
- HASS 3: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI056)
- identifying statements of fact and statements of opinion in class discussions
- HASS 3: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057)
- discussing and comparing how Aboriginal and Torres Strait Islander Peoples may represent places and their features visually (for example, in paintings and sand drawings) and identify symbols and patterns
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place or how to retell a historical event from a silent or unfamiliar voice)
- choosing and enacting roles for group work that recognise an awareness of members’ knowledge and skills and customs
- HASS 3: The importance of making decisions democratically (ACHASSK070)
- identifying places and situations in communities where decisions are made democratically
- HASS 4: Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077)
- HASS 4: Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on personal behaviours and identifying attitudes that may affect aspects of the environment at a local or global level (for example, pouring paints down the sink; using products sourced from cleared rainforests) and proposing awareness-raising strategies to reduce impacts on the environment
- proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden; making socially responsible decisions)
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- Visual 3-4: Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive
- experimenting with visual conventions to create particular visual effects in representations
- identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- examining models to identify how forces and materials are used in the design of a toy
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- D&T 3-4: Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
- D&T 3-4: Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
- D&T 3-4: Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- critiquing and selecting appropriate joining techniques for materials to produce working models
- examining the structure and production of everyday products, services and environments to enhance their own design ideas
- HPE 3-4: Explore how success, challenge and failure strengthen identities (ACPPS033)
- HPE 3-4: Investigate how emotional responses vary in depth and strength (ACPPS038)
- HPE 3-4: Discuss and interpret health information and messages in the media and internet (ACPPS039)
- accessing different sources of health information and examining the accuracy of these sources
- examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages
- HPE 3-4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
- HPE 3-4: Examine the benefits of physical activity to health and wellbeing
(ACPMP046)
- collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
Elaborations only
- English 3: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
- innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel
- English 3: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
- analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
- English 4: Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts
(ACELA1496)
- examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and visual point of view and beginning to understand how these choices impact on viewer response
- English 4: Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
- reporting on a topic in an organised manner, providing relevant facts and descriptive detail to enhance audience understanding, and beginning to refer to reliable sources to support claims
- English 4: Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
- experimenting with the use of quotation marks in students’ own writing
- English 4: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
- investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’
- English 4: Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- English 4: Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
- examining the author’s description of a character’s appearance, behaviour and speech and noting how the character’s development is evident through his or her dialogue and changing relationships and the reactions of other characters to him or her
- Science 3: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
- discussing as a whole class ways to investigate questions and evaluating which ways might be most successful
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- HASS 3: Draw simple conclusions based on analysis of information and data
(ACHASSI058)
- explaining conclusions about how their place and community have changed and developed (for example, settlement patterns, local changes in plant and animal species, historic events, cultural celebrations)
- HASS 3: Who makes rules, why rules are important and the consequences of rules not being followed (ACHASSK071)
- developing and justifying a set of fair rules and consequences for the class
- identifying familiar rules, how rules protect the rights of others, what their responsibilities are to others, and the consequences when rules are not followed
- considering why rules differ across contexts (for example, a library, the playground, in class, at home, in games and in cultural groups)
- HASS 4: Pose questions to investigate people, events, places and issues (ACHASSI073)
- developing ‘How do we know?’ questions for evidence, ‘What could be done?’ questions about alternatives, and ‘Is that right or fair?’ questions about decisions past and present
- HASS 4: The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples (ACHASSK092)
- discussing examples of laws and why they are important to students’ lives
- Dance 3-4: Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
- examining dances in their community and comparing them to other dances of different peoples, times and cultures
- Drama 3-4: Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
- experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
- Drama 3-4: Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
- examining drama in their community and comparing it to other drama of different people, times and cultures
- Media 3-4: Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
- experimenting with the camera and framing the subject, using basic shot types, angles and lighting to control picture space
- experimenting with applying text to accompany still or moving images, such as credits in a title sequence, and selecting appropriate fonts, colour and length of time for display suitable to the purpose of the artwork
- experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story
- Music 3-4: Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
- experimenting with ways of using voices and instruments, combining sounds, silence, tempo and volume to create and perform music
- Music 3-4: Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
- experimenting with ways of singing and playing expressively, such as learning and practising a song with different dynamics and tempo
- Visual 3-4: Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
- selecting and experimenting with forms, styles, materials and technologies to explore symbolic use of visual conventions used by various cultures and times, for example, how colour and pattern are perceived as symbolic in different cultures
- experimenting with alternative styles of representation from different cultures and times in their artworks, for example, realistic, symbolic, narrative, abstract
- manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition
- D&T 3-4: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
- DT 3-4: Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
- HPE 3-4: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
- examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe
- HPE 3-4: Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
- creating an online connection with another school and identifying similarities and differences between students
- HPE 3-4: Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
- participating in physical activities which require problem-solving to achieve a goal
Level 4: assess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
Content descriptions
- English 5: Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
- English 5: Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced (ACELT1612)
- using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
- English 5: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
(ACELY1701)
- explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of the text
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 6: Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
- English 6: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
- exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures and visual techniques in sophisticated picture books
- English 6: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
- English 6: Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
- English 6: Analyse how text structures and language features work together to meet the purpose of a text
(ACELY1711)
- comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic
- English 6: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- Maths 6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
- Maths 6: Interpret secondary data presented in digital media and elsewhere (ACMSP148)
- identifying potentially misleading data representations in the media, such as graphs with broken axes or non-linear scales, graphics not drawn to scale, data not related to the population about which the claims are made, and pie charts in which the whole pie does not represent the entire population about which the claims are made
- Science 5: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS087)
- Science 5: Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- Science 6: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
- using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change
- Science 6: Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- HASS 5: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
- analysing sources to identify and understand the different motives and experiences of individuals and groups involved in past or present events and issues (for example, the reasons people migrated to colonial Australia and their diverse experiences; the struggle for rights by emancipated convicts; the way migrants or refugees have been managed over time and their experiences; the motives of whalers and anti-whaling activists)
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- analysing information to reveal trends and changes (for example, changes over time in who could vote; changing purchasing trends; the rise in the use of energy drawn from alternative sources; the increase in online activism for social and environmental causes)
- explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
- analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context
- HASS 6: Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- interpreting graphic representations and making inferences about patterns and/or distributions (for example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on electoral representation after viewing a plan of the seats held in upper and lower houses of parliament)
- comparing spatial and statistical distributions in thematic maps, choropleth maps and tables to identify patterns and relationships (for example, patterns in per capita income of countries from the Asia region; the increasing cultural diversity of present day Australia; relationships between human settlement and the changing environment)
- identifying possible relationships by comparing places similar in one major characteristic but different in others (for example, by comparing places with similar climates but with different cultures as a means of identifying the relative influences of climate and culture)
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- evaluating and connecting information from various sources to defend a position (for example, the responsibilities associated with Australian citizenship, the right to build in a place, why a person is considered significant)
- contemplating attitudes and actions of the past that now seem strange and unacceptable and imagining what aspects of current society may be viewed in this way in the future
- drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- reflecting on what they have learnt in relation to an issue and identifying problems that might be experienced when taking action to address the issue
- collecting evidence to build a case for action that takes account of alternative views, minimises risks and mitigates any negative outcomes
- suggesting a course of action on a global issue that is significant to them and describing how different groups could respond
- reflecting on the civic activities that students can participate in and the benefits of active and informed citizenship, including the significance of understanding cultural diversity
- identifying the possible effects of decisions that have been made about an economic or business issue
- HASS 6: Stories of groups of people who migrated to Australia since Federation (including from ONE country of the Asia region) and reasons they migrated (ACHASSK136)
- exploring individual narratives using primary sources (for example, letters, documents and historical objects), interviewing and recording an oral history, and presenting the journey and circumstances of arrival based on the sources (for example, through drama)
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
- investigating the features of electrical devices such as switches, light globes and sensors
- investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
- D&T 5-6: Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
- investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area
- sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
- D&T 5-6: Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
- investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
- identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
- testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example a moving vehicle
- investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
- DT 5-6: Examine the main components of common digital systems and how they may connect together to form networks to transmit data
(ACTDIK014)
- investigating how the internal and external components of digital systems are coordinated to handle data, for example how a keyboard, central processing unit and screen work together to accept, manipulate and present data and information
- investigating how emerging digital systems work, for example using an augmented reality app (or blended reality) and considering how images of real-world objects can be blended with computer-generated information to produce a virtual reality
- DT 5-6: Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
- DT 5-6: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)
- using digital systems to validate data, for example setting data types in a spreadsheet to make sure a date is input correctly
- DT 5-6: Design a user interface for a digital system (ACTDIP018)
- DT 5-6: Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
- following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
- experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement (a common statement used to branch) to indicate making a choice between two different circumstances using a spreadsheet or a visual program
- experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
- designing the instructions for a robot, for example a robot vacuum cleaner to clean a room
- DT 5-6: Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input
(ACTDIP020)
- experimenting with different options that involve repeat instructions, for example a continually repeating slideshow, a repeated movement in an animation, a repeated calculation in a spreadsheet
- planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking into account user responses
- designing and creating a solution that is interactive, using a visual programming language, for example designing a user interface for people with disability, taking into account visibility and size of icons; or creating a quiz that provides feedback on response and allows the user to try again
- creating a quiz where questions are repeated until the correct response is given, for example questions and feedback on responses in a few slides in a slideshow
- programming a robot to operate independently, for example to find its way out of a maze
- experimenting with different ways of instructing to make choices and repeat instructions, for example using ‘IF’ statements to allow for making choices and iterations (repeat instructions) until a goal is achieved
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- using sustainability criteria to explain how well students’ solutions meet requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
- imagining how the functioning of one type of information system could be applied in a new way to meet a community or national need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
- comparing past and present information systems in terms of economic, environmental and social sustainability, including those of Aboriginal and Torres Strait Islander Peoples
- HPE 5-6: Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
- researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
- examining the range of products available to manage the physical changes associated with puberty
- HPE 5-6: Investigate community resources and ways to seek help about health, safety and wellbeing
(ACPPS053)
- researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
- applying criteria to online information to assess the credibility of the information and its relevance to peers
- HPE 5-6: Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
- HPE 5-6: Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
- participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
- applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
Elaborations only
- English 5: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
- investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment
- English 5: Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning
(ACELY1702)
- using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students’ topic and task
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- English 6: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
- selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form
- English 6: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
- using display advertising as a topic vehicle for close analysis of the ways images and words combine for deliberate effect including examples from the countries of Asia (for example comparing Hollywood film posters with Indian Bollywood film posters)
- English 6: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
(ACELY1714)
- creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity
- English 6: Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
- examining different works by an author who specialises in humour or pathos to identify strategies such as exaggeration and character embarrassment to amuse and to offer insights into characters’ feelings, so building empathy with their points of view and concern for their welfare
- Maths 5: Describe and interpret different data sets in context (ACMSP120)
- using and comparing data representations for different data sets to help decision making
- HASS 5: Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098)
- inferring the nature, purpose and origin of artefacts to determine if they have evidence to offer an investigation of a time, place or process
- analysing texts relating to a school, club or government election (for example, speeches, advertisements, campaign materials, symbols, how to vote cards, result records) to determine who created them and their purpose
- HASS 5: Work in groups to generate responses to issues and challenges (ACHASSI102)
- undertaking a project that responds to an identified challenge or issue with strategies to be used that will achieve desired outcomes (for example, bush fire readiness plan, a school fundraising activity, an ecological preservation project, a school-based opinion poll about a relevant issue)
- HASS 5: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)
- making judgements about how effectively challenges have been addressed in the past (for example, relative success of solutions to challenges during colonial settlement) or how effectively a current challenge is being addressed (for example, the solution to an environmental issue, or a strategy for economic development)
- evaluating the possible options that people could take to resolve challenges (for example, improving water quality, ensuring fairness, managing excess waste, budgeting choices)
- reflecting on choices in relation to personal criteria and expressing reasoning that influenced decision-making (for example, why they participate in a civic activity, what influenced their purchase of an item)
- HASS 5: The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
- debating whether one person’s need is another person’s need or want
- explaining the concept of scarcity (that is, needs and unlimited wants compared to limited resources) and why individuals cannot have all the items they want and therefore must make a choice
- HASS 5: Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions
(ACHASSI105)
- selecting and applying appropriate media and strategies to suit their communication, including the use of graphs, tables, timelines, photographs and pictures, in digital and non-digital modes
- HASS 6: How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHASSK149)
- explaining why when one choice is made, the next best alternative is not available (trade-off) (for example, if a student chooses to spend their time (resource) riding their bike after school, they cannot go for a swim (trade-off))
- explaining why choices have to be made when faced with unlimited wants and limited resources (for example, by compiling a list of personal needs and wants, determining priorities (including sustainability of natural environments) and identifying the needs and wants that can be satisfied with the resources available)
- exploring some national needs and wants in Australia and an Asian country (for example, access to water, education, health care) and comparing resource limitations and decisions
- HASS 6: The effect that consumer and financial decisions can have on the individual, the broader community and the environment
(ACHASSK150)
- considering if their actions have an effect on the environment (for example, does choosing to use recyclable shopping bags have an effect on the natural environment?)
- HASS 6: The responsibilities of electors and representatives in Australia’s democracy
(ACHASSK145)
- identifying the characteristics that would make for a ‘good’ representative at the local, state/territory or national level
- HASS 6: Where ideas for new laws can come from and how they become law
(ACHASSK146)
- investigating where ideas for new laws come from (for example, from party policy, perhaps announced during an election campaign; from suggestions by members and senators; from interest groups in the community)
- identifying the role of the Executive in relation to the development of policies and the introduction of bills, including the role of Cabinet in approving the drafting of a bill and the role of the public service in drafting and implementing legislation
- Dance 5-6: Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
- exploring stimulus or analysing other dances to devise a variety of movement possibilities, for example, different ways to jump and land, roll and stand or spiral down to the ground
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- experimenting with empathy to develop characters and relationships in drama and considering perspectives, exploring responses and challenging stereotypes
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Drama 5-6: Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
- reviewing their own drama, outlining how they used elements of drama and narrative structures and the consequences of collaborative processes
- identifying and discussing different performance styles and the portrayal of different roles and relationships in the drama
- understanding that the drama of Aboriginal and Torres Strait Islander Peoples is unique to the Country and/or Place of a particular group or groups, while also considering the protocols for particular performance styles and traditions such as Aboriginal and Torres Strait Islander customary practices
- Drama 5-6: Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience
(ACADRM037)
- showing understanding of the purpose of rehearsing drama and the need for collaboration and group work
- Media 5-6: Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
- researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- experimenting with elements of music by improvising patterns, phrases and melodies
- interpreting dynamics and expression in a range of notated music by singing, playing and improvising
- Music 5-6: Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience
(ACAMUM090)
- improvising and experimenting with combinations of sounds and technologies to create moods and atmospheres
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- explaining influences of other artists on their own art making
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- generating a range of design ideas for products, services or environments using prior knowledge, skills and research
- developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- D&T 5-6: Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
- examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
- outlining the planning and production steps needed to produce a product, service or environment using digital technologies
- reflecting on planned steps to see if improvements can be made
- DT 5-6: Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)
- investigating characteristics of user interfaces that are common for particular types of problems, for example, touch screens – many people respond more intuitively than when using a keyboard or stylus; and the consistent placement of symbols helps with performing actions that require speed, for example in games
- using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications or mismatches of data
- DT 5-6: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
- applying safe practices while participating in online environments, for example checking the default privacy settings to ensure maximum protection of personal details, being aware of online filtering techniques and policies used at school and at home
- HPE 5-6: Examine how identities are influenced by people and places (ACPPS051)
- investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
- HPE 5-6: Plan and practise strategies to promote health, safety and wellbeing
(ACPPS054)
- comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
- HPE 5-6: Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
- examining how media and public identities influence the way people act and the choices they make
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- assessing the impact of different relationships on personal health and wellbeing
- HPE 5-6: Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
- experimenting with different music genres such as Indian bhangra music when performing creative dances
Level 5: identify gaps in reasoning and missing elements in information
Content descriptions
- English 7: Analyse how point of view is generated in visual texts by means of choices, for example gaze, angle and social distance (ACELA1764)
- English 7: Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)
- English 7: Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches (ACELT1622)
- analysing and explaining the structure and features of short stories discussing the purposes and appeal of different authorial choices for structure and language
- analysing writers’ depictions of challenges in texts, for example those faced by Aboriginal and Torres Strait Islander people
- discussing a text’s intended audience, whether the text is typical of its type and whether it has fulfilled its purpose
- English 7: Understand, interpret and discuss how language is compressed to produce a dramatic effect in film or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse and verse novels (ACELT1623)
- experiencing the sound and rhythm of poetry, and using metalanguage, for example ‘refrain’ and ‘chant’, to discuss the layers of meaning that are created
- English 7: Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
- explaining the relationship between text features and structures and audience and purpose, such as identifying which group would be the most likely target for the information in an advertisement and justifying why on the basis of textual features
- English 7: Use prior knowledge and text processing strategies to interpret a range of types of texts (ACELY1722)
- English 7: Compare the text structures and language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)
- English 7: Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)
- English 8: Analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
- discussing how particular perspectives of the same event are portrayed through the combination of images and words in various media texts
- English 8: Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
(ACELA1545)
- evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information
- English 8: Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- English 8: Interpret and analyse language choices, including sentence patterns, dialogue, imagery and other language features, in short stories, literary essays and plays (ACELT1767)
- English 8: Experiment with particular language features drawn from different types of texts, including combinations of language and visual choices to create new texts (ACELT1768)
- English 8: Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
- English 8: Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
(ACELY1732)
- making assertions about the sufficiency and adequacy of information or evidence and the credibility of sources
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- determining and applying criteria for evaluating the credibility of a website
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- comparing representations of different social groups in texts drawn from different modes and media, for example comparing contemporary representations of homeless people with romantic representations of the swagman and the impact of these representations on the audience
- English 8: Create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
- English 8: Experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
- ordering paragraphs to best support and sustain an argument and to organise and convey information clearly
- Maths 7: Describe and interpret data displays using median, mean and range (ACMSP172)
- HASS 7: Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- interpreting a variety of graphic representations (for example, tables, charts, graphs, weather maps and satellite images) to identify trends (for example, an increase in the number of people engaged in casual work), spatial and temporal patterns (for example, the patterns of a selected hydrological hazard over time and place) and to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities, river systems and the availability of surface water)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- evaluating and connecting information from various sources to draw evidence-based conclusions
- drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise
- HASS 7: Develop and use criteria to make informed decisions and judgements (ACHASSI161)
- outlining the significance of a past event and providing reasons for its significance based on relevant evidence
- applying social, economic and/or environmental criteria when making decisions about alternative responses to an issue or challenge (for example, applying these criteria to alternative responses to sustainable living in high and low socioeconomic regions or to possible purchasing decisions)
- examining the trade-offs involved in making choices (for example, choices about spending limited money; how to earn an income such as working as an employee or owning your own business; whether to pay more for an endorsed environmentally friendly product)
- applying economics and business knowledge, skills and concepts to familiar problems, proposing alternative responses to the issue and assessing the costs and benefits of each alternative
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability; how their membership of groups affects their perceptions)
- applying a process approach to respond to an issue or challenge (for example, conducting an analysis using processes such as a SWOT analysis; developing a plan of action that incorporates a consultation process that ensures a range of views are heard and people are given opportunities to respond)
- explaining different perspectives on an issue or challenge (for example, sustainability, intercultural behaviour) and proposing action after considering these perspectives and the possible outcomes for different groups
- discussing the consequences of decisions (for example, economic, business, civic or personal decisions), considering alternative responses and predicting the potential effect of those responses
- using knowledge of the past to inform views on probable and preferred (individual or collective) futures, explaining reasoning to justify futures scenarios
- Dance 7-8: Combine elements of dance and improvise by making literal movements into abstract movements (ACADAM013)
- experimenting with realistic movements, that is everyday movement, for example, exaggerating the movement of a single body part such as the arm in brushing hair or eating spaghetti, and blurring this into abstract movements, and responding to each other’s movement ideas
- analysing dances from a range of times and locations, and considering how a single realistic movement can be manipulated from representational to symbolic
- using the elements of dance to develop new movements that still maintain the essence of the original movement
- Dance 7-8: Analyse how choreographers use elements of dance and production elements to communicate intent (ACADAR018)
- deconstructing sections of a dance, for example, identifying and describing recurring movement within sequences and the use of the elements of dance and production elements such as lighting, performance space, music and costume
- identifying and interpreting how interrelating elements, choreographic devices such as variation, contrast and transitions, and forms are used to communicate intent
- accessing and researching choreographers’ works through real or virtual performances to analyse choreographers’ intentions
- Drama 7-8: Analyse how the elements of drama have been combined in devised and scripted drama to convey different forms, performance styles and dramatic meaning
(ACADRR045)
- identifying and analysing how the elements of drama are combined to focus and drive the dramatic action for an audience
- identifying and analysing how the elements of drama are used in the historical and contemporary conventions of particular forms and styles
- discussing how the elements of drama have been used in a performance they have seen
- Media 7-8: Experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
- experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- analysing stereotypes looking at what features have been omitted or exaggerated, including stereotypical representations of Aboriginal and Torres Strait Islander Peoples
- investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication
- analysing a still image on the basis of photographic composition, image effects (digital and non-digital), and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- experimenting with and transcribing pitch contour, beat patterns and rhythm sequences
- identifying qualities of chords in isolation and experimenting with combinations to create chord progressions
- experimenting with texture by layering sound in different ways in composition, for example, by using looping software
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- identifying elements of music aurally and then discussing how these elements, composition techniques and devices are used and manipulated to create a style
- identifying and describing the features and performance practices that help determine a specific musical style or culture
- following scores while listening to musical works and using these as a tool for interpreting music
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Visual 7-8: Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork
(ACAVAM118)
- investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures
- combining, adapting and manipulating images and objects from several sources
- Visual 7-8: Analyse how artists use visual conventions in artworks (ACAVAR123)
- visiting and critiquing a physical or virtual exhibition of art, craft or design, and reviewing how artists have used visual conventions in their artworks
- critically analysing an artist’s intention for an artwork and their use of visual conventions
- presenting an informed opinion about a display of artworks as a written review, referring to previous and subsequent works by the same artist/group of artists
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
- calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
- investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
- D&T 7-8: Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable
(ACTDEK032)
- investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
- investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
- D&T 7-8: Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating
(ACTDEK033)
- examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming vegetables
- investigating how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk
- analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
- investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- DT 7-8: Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
- DT 7-8: Investigate how digital systems represent text, image and audio data in binary
(ACTDIK024)
- investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
- investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
- converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- DT 7-8: Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)
- investigating and designing some common algorithms, such as to search, sequence, sort, merge, control data structures
- DT 7-8: Implement and modify programs with user interfaces involving branching, iteration and functions in a general-purpose programming language (ACTDIP030)
- developing and modifying digital solutions by implementing instructions contained in algorithms through programs
- creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning
- DT 7-8: Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
- creating web-based information to meet specific needs, for example modifying an existing website template or using web-authoring software including using HTML and cascading style sheets (CSS) to create a website that allows customers to interact with an enterprising solution
- HPE 7-8: Investigate the impact of transition and change on identities
(ACPPS070)
- examining online profiles and identities and developing strategies to promote safety in online environments
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
- analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- developing and evaluating strategies on use of social media, phones and the internet to remain safe and protect and respect the privacy of self and others
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
- HPE 7-8: Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
(ACPPS074)
- examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
- recognising and interpreting emotional responses to stressful situations and proposing strategies for managing these responses
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability and how resisting stereotypes can help students be themselves
- HPE 7-8: Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
- participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
- HPE 7-8: Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
- modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- researching the extinction of the moa in New Zealand as a result of hunting and habitat decline
- Hist 8: Draw conclusions about the usefulness of sources (ACHHS154)
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- evaluating data from a survey to draw conclusions about a current event or issue
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- E&B 7: Interpret data and information displayed in different formats to identify relationships and trends (ACHES023)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- devising the steps needed for an investigation and modifying as required
- E&B 8: Interpret data and information displayed in different formats to identify relationships and trends (ACHES034)
- interpreting data in tables, charts and graphs to identify relationships (for example, correlations between the location of groups and access to work opportunities)
Elaborations only
- English 7: Reflect on ideas and opinions about characters, settings and events in literary texts, identifying areas of agreement and difference with others and justifying a point of view
(ACELT1620)
- comparing personal viewpoints on texts and justifying responses in actual and virtual discussions
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts
(ACELY1765)
- investigating the influence on written language of communicative technologies like SMS, text, email and Twitter
- analysing the impact of interactive elements of digital magazines
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- identifying, discussing and interpreting ideas and concepts that other individuals and groups value
- English 7: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
- preparing a presentation combining print, visual and audio elements to explore and interpret ideas, drawing on knowledge and research about perspectives different from students’ own
- English 7: Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)
- understanding conventions associated with particular kinds of software and using them appropriately, for example synthesising information and ideas in dot points and sequencing information in presentations or timing scenes in animation
- English 7: Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
- analysing the structure of media texts such as television news items and broadcasts and various types of newspaper and magazine articles
- English 8: Understand and explain how combinations of words and images in texts are used to represent particular groups in society, and how texts position readers in relation to those groups (ACELT1628)
- recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular ways, according to audience, purpose and context
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- examining the language patterns, including sentence patterns, in a range of short texts and discussing the effect on readers’ interpretation of these choices
- English 8: Plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
- researching subject matter on social issues and/or relationships and presenting ideas in particular ways to appeal to different audiences
- English 8: Recognise and explain differing viewpoints about the world, cultures, individual people and concerns represented in texts (ACELT1807)
- analysing arguments for and against a particular issue in current community debates and justifying a personal stance
- Science 7: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS130)
- referring to relevant evidence when presenting conclusions drawn from an investigation
- Science 7: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS132)
- using the evidence provided by scientific investigations to evaluate the claims or conclusions of their peers
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- considering the water cycle in terms of changes of state of water
- investigating factors that influence the water cycle in nature
- exploring how human management of water impacts on the water cycle
- Science 8: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence
(ACSIS145)
- drawing conclusions based on a range of evidence including primary and secondary sources
- Science 8: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS234)
- identifying the scientific evidence available to evaluate claims
- deciding whether or not to accept claims based on scientific evidence
- HASS 7: Apply a methodology to locate and collect relevant information and data from a range of primary sources and secondary sources
(ACHASSI153)
- identifying steps in the research process (for example, identifying information needed, locating information, recording relevant information from sources)
- applying ethical research methods to conduct research with people and communities, including applying protocols for consultation with local Aboriginal and Torres Strait Islander communities, demonstrating respectful behaviours in sacred or significant sites, and giving consideration to sensitive issues when seeking information from people
- HASS 7: The range of sources that can be used in an historical investigation, including archaeological and written sources
(ACHASSK168)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Listen and respond to learning area texts Interpret and analyse learning area texts*
- HASS 7: The nature of the sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources
(ACHASSK170)
- *Comprehending texts through listening, reading and viewing
Navigate, read and view learning area texts Interpret and analyse learning area texts*
- HASS 7: How values, including freedom, respect, inclusion, civility, responsibility, compassion, equality and a ‘fair go’, can promote cohesion within Australian society (ACHASSK197)
- identifying how human rights values are consistent with Australian values
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- experimenting with different elements of dance to explore ideas about their choreographic intent
- exploring movement that may have symbolic meaning within a social or cultural context, for example, communicate a specific idea by developing a recurring movement idea (motif)
- Dance 7-8: Identify and connect specific features and purposes of dance from contemporary and past times to explore viewpoints and enrich their dance-making, starting with dance in Australia and including dance of Aboriginal and Torres Strait Islander Peoples (ACADAR019)
- identifying the distinguishing stylistic features of different dances and considering how this can inform their choreography
- investigating the development of dance styles and the influence of histories, societies, cultures and environments
- investigating the role of dance in transmitting cultural information, such as advocating change in relation to contemporary issues (for example, land degradation)
- Dance 7-8: Practise and refine technical skills in style-specific techniques (ACADAM015)
- analysing and practising technical skills used in dances from different cultures to develop and appreciate music used for dance and movements, and demonstrating an awareness of protocols
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- analysing and evaluating the structural choices made in their dance by documenting their process in records such as journals, blogs, and video or audio recording, securing permission where appropriate
- reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- linking the application of the elements of dance to the communication of the choreographer’s intent in teacher-set dances
- experimenting with alternative expressive skills to enhance performance presence and mood, such as facial expression changes in musical theatre
- experimenting with representing social relationships through cultural dance
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- investigating and researching starting points for drama, for example, using analysis of performance styles or evaluating their peers’ responses to questions about an issue or image
- Drama 7-8: Develop roles and characters consistent with situation, dramatic forms and performance styles to convey status, relationships and intentions (ACADRM041)
- understanding human behaviour, emotions and empathy to convey roles and characters
- Drama 7-8: Plan, structure and rehearse drama, exploring ways to communicate and refine dramatic meaning for theatrical effect (ACADRM042)
- analysing and evaluating the structural choices made in their devised drama by documenting their process in records such as journals, blogs, and video or audio recording (with consent of participants)
- Drama 7-8: Identify and connect specific features and purposes of drama from contemporary and past times to explore viewpoints and enrich their drama making, starting with drama in Australia and including drama of Aboriginal and Torres Strait Islander Peoples (ACADRR046)
- identifying the social, historical and cultural contexts of the forms and styles represented in their drama
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- investigating viewpoints when making decisions about how they will represent a theme, concept or idea, and considering media conventions and genres
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- telling a news story in print and for online publishing and discussing the differences in the structure of content, meaning and delivery between the two media
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Media 7-8: Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
- justifying their choices for distribution of media artworks for a particular audience
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- experimenting with technology to sequence and combine ideas to enhance intentions in compositions and performances
- listening to and interpreting different types of score conventions from different styles and traditions to develop their own style
- experimenting with different types of notation to communicate and record ideas
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- making judgements about music as audience members and articulating the reasons for them
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- considering and investigating techniques for stylistic features when rehearsing
- Visual 7-8: Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes (ACAVAM119)
- investigating the viewpoints of several artists when making decisions about how they will represent a theme, concept or subject matter, particularly focusing on different contexts, practices, techniques and styles
- researching artworks that provide different ideas and concepts based on ideological views and institutional theories of design and art practice, for example, the Bauhaus, Chinese social realist painting, Greek classical sculpture
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- researching widely to find the most appropriate sources of information about visual arts skills, use of materials, traditional and contemporary styles, display options, and sources for ideas when developing their own artwork
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks
- Visual 7-8: Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)
- respecting cultural practices and sensitivities as they research, analyse and examine the way an artist’s cultural experiences have influenced the representation of their artworks
- analysing how visual arts practices and processes and use of available technologies shape the practices of art, craft and design
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures
(ACTDEK029)
- investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
- critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
- considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
- investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- investigating the time needed for each step of production
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as
- DT 7-8: Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
- investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
- starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
- considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
- comparing cloud-based information systems to client-based information systems
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- performing a range of movements and analysing technique based on understanding of take-off, body position and landing
- demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
- designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- examining scenarios to highlight how emotions, dispositions and decision-making can affect outcomes
- HPE 7-8: Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
- composing and performing a group dance sequence in response to a piece of music or other stimuli
- designing and performing movement sequences to travel around, over, under and through natural or built obstacles
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- Hist 7: The nature of sources for ancient Australia and what they reveal about Australia’s past in the ancient period, such as the use of resources (ACDSEH031)
- investigating the discovery of Mungo Woman in 1969 and the use of radiocarbon dating to draw conclusions about the longevity of human occupation at Lake Mungo
- generating a range of questions to investigate a source (for example, a shell midden in ancient Australia – where it was found, how long it was used for, what it reveals about technology and the use of environmental resources)
- Hist 7: The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148)
- investigating world heritage criteria for the listing of significant ancient sites, using an example of an ancient site such as Pompeii
- explaining the UNESCO-led rescue mission to save the temples of Abu Simbel
- Hist 7: Significant beliefs, values and practices of the ancient Egyptians, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH033)
- investigating significant beliefs associated with death and funerary customs (for example, belief in an afterlife) and practices (for example, burial in tombs and techniques of mummification)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the conquest of other lands, the expansion of trade, and peace treaties (ACDSEH034)
- explaining the nature of contact with other societies (for example, trade with Cyprus, Crete and Greece); and conflict (for example, the Battle of Kadesh in the New Kingdom that concluded with Ramses II’s peace treaty with the Hittites)
- Hist 7: The role of a significant individual in ancient Egyptian history such as Hatshepsut or Ramses II (ACDSEH129)
- examining the historical context, early life and achievements of a significant historical figure from ancient Egypt, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion
(ACDSEH035)
- examining evidence of the social structure of Athenian or Spartan society (for example, the roles of citizens, women, slaves in Athenian society and the roles of Spartiates, Perioikoi and Helots in Spartan society)
- Hist 7: Significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036)
- investigating the significant beliefs, values and practices of the ancient Greeks (for example, the Olympic Games or the Delphic Oracle)
- investigating significant beliefs and values associated with warfare (for example, heroic ideals as revealed in the Iliad) and military practices (for example, army organisation, the hoplite phalanx and naval warfare)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037)
- explaining the nature of contact with other societies (for example, the commodities that formed the trade with Egypt, Greek colonisation of the Mediterranean) and conflict (for example, the Persian Wars and the Battle of Salamis, the empire of Alexander the Great and the reach of Greek culture)
- Hist 7: The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130)
- examining the historical context, early life and achievements of a significant historical figure from ancient Greece, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in ancient Roman society (such as patricians, plebeians, women, slaves), including the influence of law and religion
(ACDSEH038)
- examining the evidence of the social structure of Roman society (for example, the roles of patricians, plebeians, women and slaves in the city of Rome) and the idea of Republican virtue and its historical resonance
- Hist 7: Significant beliefs, values and practices of the ancient Romans, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH039)
- investigating significant beliefs associated with daily life (for example, the evidence of household religion) and practices (for example, the use of public amenities such as baths, and the forms of entertainment in theatres and amphitheatres)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Roman empire (including its material remains), and the spread of religious beliefs (ACDSEH040)
- describing the furthest extent of the Roman Empire and the influence of foreign cults on Roman religious beliefs and practices (for example, the Pantheon of Gods (Greece), Isis (Egypt) and Mithras (Persia))
- Hist 7: The role of a significant individual in ancient Rome’s history such as Julius Caesar or Augustus (ACDSEH131)
- examining the historical context, early life and achievements of a significant historical figure from ancient Rome, and how they were perceived by their contemporaries
- Hist 7: Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion
(ACDSEH044)
- explaining the social structure of India, including the role of Brahmins – priests, teachers; Kshatriyas – kings, warriors; Vaishyas – merchants, artisans; Shudras – labourers, peasants
- Hist 7: Significant beliefs, values and practices of Indian society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH045)
- investigating the significant beliefs, values and practices of Indian society associated with, for example, the role of the family and religious ceremonies (such as rites of passage for boys and men; rites of passage for girls and women; marriage rites)
- investigating the significant beliefs, values and practices of Indian society associated with death and funerary customs (for example, cremation, the use of professional mourners, the construction of stupas)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of the Mauryan Empire (including its material remains), and the spread of philosophies and beliefs (ACDSEH046)
- examining the extent of Indian contact with other societies such as the Persians under Cyrus, the Macedonians under Alexander; the extensive trade with the Romans and Chinese; the material remains of the Mauryan Empire such as the Pillars of Ashoka and the Barabar Caves; the spread of Hinduism and Buddhism
- Hist 7: The role of a significant individual in Indian history such as Chandragupta Maurya or Ashoka (ACDSEH133)
- examining the historical context, early life and achievements of a significant historical figure from India in this period, and how they were perceived by their contemporaries
- Hist 7: Significant beliefs, values and practices of Chinese society, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
- investigating the significant beliefs, values and practices of Chinese society associated with daily life (for example, irrigation and the practice of agriculture, the teachings of Confucius, the evidence of daily life from the Han tombs)
- Hist 7: Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of Imperial China (including its material remains), and the spread of philosophies and beliefs (ACDSEH043)
- explaining the rise of imperial China (for example, the use of chariot warfare and the adoption of mass infantry armies, the building of the first phase of the Great Wall of China, military strategies as codified in Sun Tzu’s The Art of War)
- Hist 7: The role of a significant individual in ancient Chinese history such as Confucius or Qin Shi Huang (ACDSEH132)
- examining the historical context, early life and achievements of a significant historical figure from China in this period, and how they were perceived by their contemporaries
- Hist 8: Relationships with subject peoples, including the policy of religious tolerance (ACDSEH054)
- outlining the millet system that regarded non-Muslim people as subjects, but as not being subject to Muslim law
- Hist 8: The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
(ACDSEH055)
- investigating the achievements of individuals (for example, Selim I in establishing the empire and capturing Jerusalem; or Suleiman the Magnificent in expanding the empire to Belgrade in Europe)
- Hist 8: Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning (ACDSEH056)
- investigating learning in the Renaissance period (for example, humanism, astrology, alchemy, the influence of ancient Greece and Rome)
- Hist 8: The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli (ACDSEH058)
- investigating the achievements of Galileo (for example, improvements in the telescope and his astronomical observations)
- Hist 8: The spread of Renaissance culture to the rest of Europe, and its legacy (ACDSEH059)
- outlining the spread of Renaissance culture to England (for example, the rise of literature through Shakespeare)
- Hist 8: Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade (ACDSEH047)
- outlining the key role of gods such as Odin, Thor, Frey and Freyja in Viking religion and the adoption of Christianity during the Viking period
- investigating the construction of longboats and their role in exploration, including innovations in keel and sail design.
- Hist 8: Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion (ACDSEH048)
- investigating the remains of Viking settlements (for example, Dublin (Ireland) and Jorvik (York))
- Hist 8: The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson (ACDSEH049)
- outlining Erik the Red’s development of Viking settlements in Eastern and Western Greenland in 985 CE
- Hist 8: Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medieval manuscripts and music (ACDSEH050)
- researching inventions and developments in the Islamic world and their subsequent adoption in the Western world
- examining the religious nature of illuminated manuscripts and how they were the product of a complex and frequently costly process
- Hist 8: Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce (ACDSEH051)
- investigating different types of crime and punishment (for example, trial by combat as a privilege granted to the nobility; being hung, drawn and quartered as a punishment for heinous crimes such as treason, and the use of the ducking stool as a punishment for women) and in what ways the nature of crime and punishment stayed the same, or changed over time
- Hist 8: Theories of the decline of Angkor, such as the overuse of water resources, neglect of public works as a result of ongoing war, and the effects of climate change (ACDSEH062)
- exploring theories about the decline of the Khmer civilisation (for example, the development of an unstable climate such as drought and monsoons; the rise of Theravada Buddhism; the breakdown of Angkor’s water management system)
- Hist 8: The use of environmental resources in Shogunate Japan and the forestry and land use policies of the Tokugawa Shogunate (ACDSEH064)
- investigating the demand for available land and the patterns of land use in the period
- outlining the attempts by the Tokugawa Shogunate to curb deforestation (for example, imposing heavy regulations on farmers; managing the harvesting of trees; and using new, lighter and more efficient construction techniques)
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: Theories about the origin and spread of Polynesian settlers throughout the Pacific (ACDSEH013)
- locating Polynesia on a map, tracing the expansion of Polynesian settlers throughout the Pacific, and considering how they made their journeys
- outlining different theories about the expansion (for example, west/east and east/west movement, the expansion as accidental versus intentional)
- Hist 8: Cultural achievements of ONE Polynesian society, such as the Ta moko and hangi in Maori society OR the moai constructed on Easter Island (ACDSEH067)
- investigating the construction of the moai (giant statues) on Easter Island (Rapa Nui), the techniques used to make and transport them, and theories about their meaning (for example, representations of dead ancestors or chiefs)
- Hist 8: The organisation of the Mongol army under Genghis Khan and the treatment of conquered peoples, such as the codification of laws and exemption of teachers, lawyers and artists from taxes (ACDSEH077)
- outlining Genghis Khan’s use of decimal organisation in his army and his policies for governing his empire (for example, codifying laws, banning the killing of animals in the breeding season, supporting religious freedom and expanding trade)
- Hist 8: Living conditions and religious beliefs in the 14th century, including life expectancy, medical knowledge and beliefs about the power of God (ACDSEH015)
- investigating living conditions in London in the fourteenth century (for example, the lack of sanitation, crowded housing); the extent of medical knowledge (for example, based on Hippocrates’ theory); and beliefs about the power of God (for example, that diseases were a punishment of God)
- Hist 8: The immediate and long-term effects of the conquest on the Aztecs OR Incas as well as on the wider world (ACDSEH075)
- investigating the impact of conquest on the indigenous populations of the Americas (for example, the introduction of new diseases, horses and gunpowder) and the wider world (for example, the introduction of crops such as maize, beans, potatoes, tobacco and chocolate from the Americas to Europe and increased wealth in Europe)
- explaining the longer-term effects of conquest and colonisation on the indigenous populations of the Americas (for example, the unequal distribution of land and wealth; slavery; and political inequality)
- Hist 8: Identify a range of questions about the past to inform a historical inquiry
(ACHHS150)
- experimenting with different words/phrases/historical concepts, when drafting a question, to develop a research focus
- Hist 8: Identify the origin and purpose of primary and secondary sources
(ACHHS152)
- explaining how clues within a source can be used to identify where it was made or who it was made by (for example, the place where it was found, the materials used, the condition of the object, decorative features)
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- investigating the environmental, economic and social uses of water and the effects of water as it connects people and places (for example, the effects of water diversion in the Snowy Mountains)
- Geo 7: The quantity and variability of Australia’s water resources compared with other continents (ACHGK039)
- investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall
- interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other continents
- using the concept of the water balance to compare the effects of rainfall, run-off and evaporation on the availability of water in Australia and other continents
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating the causes of water scarcity (for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used)
- examining why water is a difficult resource to manage and sustain (for example, because of its shared and competing uses and variability of supply over time and space)
- investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices
- Geo 7: Economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region
(ACHGK041)
- examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation (for example, rice production in the Murrumbidgee Irrigation Area in NSW and the Mekong Delta in Vietnam)
- examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value
- investigating the spiritual significance of water in an Asian culture
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- investigating their and others’ interpretations of the concept of liveability and choices about where to live (for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree change and families with children locating near schools, and other facilities)
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries (for example, access to clean water, sanitation, education and health services)
- examining the role transport plays in people’s ability to access services and participate in activities in the local area
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: The influence of environmental quality on the liveability of places (ACHGK045)
- researching the effects of air pollution on the liveability of cities
- investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability
- Geo 7: The influence of social connectedness and community identity on the liveability of place
(ACHGK046)
- investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- discussing the impact of housing density on the liveability of places
- Geo 7: Develop geographically significant questions and plan an inquiry, using appropriate geographical methodologies and concepts (ACHGS047)
- developing questions to investigate patterns of spatial distribution of rainfall in Australia and other places
- Geo 7: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS048)
- applying ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS049)
- constructing tables, graphs, maps and diagrams to represent the data collected about water scarcity and liveability of places
- creating an annotated diagram to show: how water flows through the environment and connects places; or the influence of environmental quality on the liveability of places
- Geo 8: Spiritual, aesthetic and cultural value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049)
- analysing the role of geomorphic landforms and landscapes in tourism (for example, the Grand Canyon in the USA or Uluru in Australia)
- investigating Aboriginal Dreaming stories and Legends of the Torres Strait concerning the formation, meaning and interconnection of landforms
- Geo 8: Human causes and effects of landscape degradation (ACHGK051)
- analysing the effects of erosion and sedimentation produced by human activities, including farming and recreation, on landscape quality
- examining the effects of mining and quarrying, and urban development, on landscape quality
- investigating the effects of the built elements of environments (for example, urban development, marinas and sea walls) on coastal landscape quality
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating a significant landscape that is threatened by human activities and developing a proposal for the future of the landscape that takes account of the views of the diverse groups, including traditional owners, with an interest in its use or protection
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- Geo 8: Causes, impacts and responses to a geomorphological hazard
(ACHGK053)
- investigating the natural causes and spatial distribution of a geomorphological hazard (for example, volcanic eruption, earthquake, tsunami, landslide, avalanche)
- researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of geomorphological hazards or bushfires
- Geo 8: Causes and consequences of urbanisation, drawing on a study from Indonesia, or another country of the Asia region
(ACHGK054)
- examining how urbanisation can positively or negatively affect environmental quality (for example, carbon emissions and water consumption)
- Geo 8: Differences in urban concentration and urban settlement patterns between Australia and the United States of America, and their causes and consequences (ACHGK055)
- researching the causes of urban concentration in Australia and the United States of America (for example, the history of European settlement, migration, the export orientation of the economy, the centralisation of state governments, environmental constraints and the shape of transportation networks)
- investigating the relationship between population density and proximity to urban centres
- Geo 8: Reasons for, and effects of, internal migration in both Australia and China (ACHGK056)
- examining the effects of resource development on employment growth in both the resource regions and the cities, and on internal migration in Australia
- investigating the effects of the ‘fly-in fly-out’ phenomenon on resource-development places
- Geo 8: Reasons for, and effects of, international migration in Australia (ACHGK058)
- investigating where and why international migrants settle in Australia and how this may reinforce urban concentration
- Geo 8: Management and planning of Australia’s urban future (ACHGK059)
- examining the forecasts for the size of Australia’s major cities and regional urban centres, and discussing the implications for their environmental sustainability and liveability
- investigating ways of managing the projected growth of Australia’s cities and regional urban centres
- generating ideas on how to decentralise Australia’s urban population using Canberra as an example
- Geo 8: Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts (ACHGS055)
- developing questions about the significance of a spatial distribution (for example, the positive and negative effects of the spatial concentration of population in Australia)
- Geo 8: Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources
(ACHGS056)
- conducting ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS057)
- constructing tables and graphs of demographic or economic data for Australia or China
- creating annotated diagrams to show a landscape and its landforms
- Geo 8: Geomorphic processes that produce landforms, including a case study of at least one landform
(ACHGK050)
- researching the effects of rock type, weathering, erosion by water and wind, and transportation and deposition on the chosen landform
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- discussing the elements of a ‘fair trial’, including citizens’ roles as witnesses and jurors
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- discussing the meaning and importance of the rule of law, presumption of innocence, and burden of proof
- C&C 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)
- defining the terms ‘secular’, ‘multi-faith’ and ‘diverse society’ and discussing their relevance to Australia today
- identifying trends regarding religious observance in Australian society using the Australian Bureau of Statistics and other data sources
- exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- discussing how stereotypes are linked with people’s cultural identity (for example, clothes, accent/language, media representations)
- C&C 8: How citizens can participate in Australia’s democracy, including use of the electoral system, contact with their elected representatives, use of lobby groups, and direct action
(ACHCK062)
- comparing the effectiveness of different forms of participation in Australia’s democracy
- investigating examples where citizens have taken direct action such as organising a public demonstration or social media campaign
- analysing how opinion polls are conducted and the ways they are used in democratic debate
- C&C 8: How laws are made in Australia through parliaments (statutory law) and through the courts (common law) (ACHCK063)
- comparing some examples of statutes and common laws and the way they are made and outlining the hierarchy of these different types of laws (for example, that statutes will override the common law)
- distinguishing statutory and common law from executive law (delegated law) and identifying how the Houses of Parliament can disallow delegated legislation
- C&C 8: Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
- investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
- examining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander Peoples and other Australians
- C&C 8: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
- examining personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
- C&C 8: Identify, gather and sort information and ideas from a range of sources (ACHCS069)
- collating a list of different sources of information and prioritising the list based on an assessment of usefulness and reliability
- C&C 8: The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and Torres Strait Islander customary law
(ACHCK064)
- explaining the difference between criminal law and civil law
- considering the significance of customary law for Aboriginal and Torres Strait Islander Peoples
- E&B 7: The ways consumers and producers interact and respond to each other in the market
(ACHEK017)
- investigating how consumers rely on businesses to meet their needs and wants
- examining how businesses respond to the demands of consumers (for example, preference for healthy options, environmentally friendly packaging or organic food)
- E&B 7: Why individuals work, types of work and how people derive an income (ACHEK020)
- investigating the contribution that work can make to an individual (for example, earning an income, contributing to an individual’s self-esteem, contributing to the community, material and non-material living standards and happiness)
- investigating alternative sources of income such as through owning a business, being a shareholder, providing a rental service
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- examining the trade-offs involved in making choices about how to earn an income (for example, working as an employee or owning your own business)
- E&B 7: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
- creating simple budgets to achieve specific financial goals and using digital and online tools to keep financial records in a ‘real-life’ context
- E&B 7: Characteristics of entrepreneurs and successful businesses (ACHEK019)
- investigating successful entrepreneurs and identifying the behaviours and skills that they bring to their business (for example, seeing and taking advantage of an opportunity, establishing a shared vision; demonstrating initiative, innovation and enterprise)
- E&B 8: The traditional markets of Aboriginal and Torres Strait Islander communities and their participation in contemporary markets (ACHEK028)
- investigating the innovative ways Aboriginal and Torres Strait Islander Peoples utilise their cultural knowledge in contemporary contexts in enterprising ways (for example, cultural tourism and other business ventures that harness traditional knowledge of art, medicines and food derived from the environment)
- E&B 8: Influences on the ways people work and factors that might affect work in the future (ACHEK031)
- investigating present influences on the ways people work, such as technological change, outsourced labour in the global economy, rapid communication changes, casualisation of the workforce
- E&B 8: Gather relevant data and information from a range of digital, online and print sources (ACHES033)
- accessing reliable information (for example, from departments of fair trading) to access advice on the rights and responsibilities of consumers and businesses, or finding information on strategies to resolve consumer and business disputes
- E&B 8: Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
- demonstrating an understanding of their rights as consumers when buying an item or returning it to the store
- E&B 8: The rights and responsibilities of consumers and businesses in Australia in terms of financial and economic decision-making (ACHEK029)
- investigating the ways the rights of consumers are protected through the law (for example, warranties, cooling off periods)
Level 6: analyse reasoning used in finding and applying solutions, and in choice of resources
Content descriptions
- English 9: Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- English 9: Analyse and explain the use of symbols, icons and myth in still and moving images and how these augment meaning (ACELA1560)
- investigating the use of symbols, for example the flag, the digger’s hat and the Southern Cross in images, films and picture books, and evaluating their contribution to viewers’ understanding of issues, for example national identity, recognising that visual and verbal symbols have different meanings for different groups
- English 9: Present an argument about a literary text based on initial impressions and subsequent analysis of the whole text (ACELT1771)
- English 9: Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context (ACELT1634)
- English 9: Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
- examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
- English 9: Investigate and experiment with the use and effect of extended metaphor, metonymy, allegory, icons, myths and symbolism in texts, for example poetry, short films, graphic novels, and plays on similar themes (ACELT1637)
- taking a particular area of study, a topic or theme and examining how different authors make use of devices like myth, icons and imagery in their work
- English 9: Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
- English 9: Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
- analysing and identifying how socio-cultural values, attitudes and beliefs are conveyed in texts, for example comparing and analysing perspectives about an Aboriginal and Torres Strait Islander issue reported in commercial media compared to public and Aboriginal and Torres Strait Islander media
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- comparing and evaluating bias or stereotyping and presenting findings in discussions and presentations
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- debating the reliability of the coverage in a range of news media of a contentious issue such as commercial logging of old growth forests
- evaluating techniques used to construct plot and create emotional responses such as comparison, contrast, exaggeration, juxtaposition, the changing of chronological order, or the expansion and compression of time
- analysing and interpreting assumptions about groups that have shaped or influenced representations of people, places, events and things; identifying how listeners, viewers and readers are positioned by these representations, and supporting identified points with examples
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- identifying or commenting on the author’s approaches and use of techniques, design, form and style
- English 9: Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
- creating informative and argumentative texts with explanations, details and evidence
- following the structure of an argument which has a series of sequenced and linked paragraphs, beginning with an outline of the stance to be taken, a series of supported points that develop a line of argument, and a conclusion which summarises the main line of argument
- English 9: Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)
- English 10: Compare the purposes, text structures and language features of traditional and contemporary texts in different media (ACELA1566)
- investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives)
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- experimenting with aspects of visual texts to establish different nuances, for example evaluating the impact of the movement of camera or light in moving images
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- exploring and reflecting on personal understanding of the world and human experience gained from interpreting literature drawn from cultures and times different from the students’ own
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- creating extended written responses to literary texts, making reference to varying points of view about the issues raised
- English 10: Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience (ACELT1815)
- English 10: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644)
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- English 10: Use comprehension strategies to compare and contrast information within and between texts, identifying and analysing embedded perspectives, and evaluating supporting evidence (ACELY1754)
- English 10: Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
- creating spoken, written and multimodal texts that compel readers to empathise with the ideas and emotions expressed or implied
- Science 9: Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
- Science 10: Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
- constructing evidence based arguments and engaging in debate about scientific ideas
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Dance 9-10: Analyse a range of dance from contemporary and past times to explore differing viewpoints and enrich their dance making, starting with dance from Australia and including dance of Aboriginal and Torres Strait Islander Peoples, and consider dance in international contexts (ACADAR026)
- investigating the influence of Australian dance artists, companies and practices, including Australians who identify as Aboriginal and Torres Strait Islanders and those of Asian heritage
- investigating the practices and traditions in dance and how people are influenced by their histories, societies, cultures and environments
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- analysing how the elements of drama are manipulated to focus the dramatic action for audiences and using this information to refine drama they make
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- identifying and describing the actor–audience relationship in different dramatic contexts, forms and styles
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
- reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, and explaining how it affects themselves and the production and reception of media artworks
- research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
- explore the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
- identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- planning, recording and communicating ideas in different musical styles, including Australian music by Aboriginal and Torres Strait Islander artists, using specialised notation and terminology
- experimenting with contemporary media and recording techniques to create and refine original compositions and arrangements
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- analysing how the use and combination of the elements of music defines their developing personal style and how their style is influenced by cultural and historical styles
- listening to, analysing and comparing the performance practices of others to shape and refine their interpretation of a piece of music
- investigating why and how different traditions, styles and contexts affect the experience and interpretation of a piece of music and taking this into account when interpreting and composing music
- evaluating the use of the elements of music when listening to and interpreting music
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- discussing the influence of music on the development of personal and cultural identity
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- investigating the practices, techniques and viewpoints of artists from different cultural groups and their use of persuasive, communicative or expressive representation
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- analysing the role of visual arts as a means of challenging prevailing issues of traditional and contemporary relevance, for example, the availability of resources for future generations
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- examining and explaining the interaction between material properties and function of a common system, such as car brakes
- analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
- investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
- investigating the interdependence of plants and animals in food and fibre production
- examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- critiquing the design of an existing product to identify environmental consequences of material selection
- justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- investigating emerging materials and their impact on design decisions
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet
- critiquing product manufacturing processes in relation to society, ethics, and sustainability factors, for example a mechanised entertainment system; an interactive multimedia product to teach a concept to a student in a country in Asia
- critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility
- critiquing environments in relation to preferred futures in relation to society, ethics and sustainability practices, for example the refurbishment of a local playground; the re-design of a local wetland
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- producing, explaining and interpreting drawings; and planning production timelines using digital technologies
- establishing materials and equipment needs using digital technologies such as spreadsheets
- collaborating to develop production plans for equitable distribution of work
- investigating manufacturing processes to identify strategies to enhance production
- DT 9-10: Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)
- investigating the operation and use of robotic process control systems
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data
(ACTDIP037)
- using visualisation software tools to identify patterns and relationships between sets of data and information, and support abstract reasoning, for example representing data using histograms, network diagrams and maps
- summarising data using advanced filtering and grouping techniques, for example pivot tables in spreadsheets and aggregation functions in databases
- automating calculations, for example using absolute cell referencing to automatically extend formulas, and automating arithmetic calculations using built-in functions such as trigonometry, compound interest
- interpreting schemas that represent relationships between entities and querying data across tables, for example using foreign keys to represent relationships and joining tables in structured query language (SQL) SELECT statements
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- designing the user interface of a solution using story boards and mock-ups, for example mocking up the product design of an app for people with disability
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- designing documentation, branding, and marketing for a digital solution, for example a product demonstration screencast or ‘getting started’ user guide
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
- tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- DT 9-10: Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)
- coding separate modules that perform discrete functions but collectively meet the needs of the solution
- DT 9-10: Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)
- investigating legal responsibilities of organisations regarding the storage, communication and disposal of personal and organisational data, for example the Australian Privacy Principles as they apply to intellectual property
- applying techniques to make ethical decisions when faced with dilemmas about security and ownership of data, for example selecting an action that results in the greatest benefit for the most number of people; avoiding the use of photos of deceased persons from Aboriginal and Torres Strait Islander communities
- creating an interactive web-based project that provides enterprising opportunities and complies with accessibility requirements, for example using fragments of a web language to create dynamic content that supports interactivity
- creating online interactive solutions for working with others by combining or modifying online software tools to support project work
- DT 9-10: Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)
- managing and modifying the development of a solution, for example using software to record and monitor project tasks, responsibilities and timeframes and to organise continuous opportunities to review progress with collaborative partners and to conduct regular unit testing
- developing an evolutionary prototype iteratively and incrementally, for example regularly revising features of an application in response to user feedback and development decisions
- investigating indicators of economic success, for example the capacity to scale up an innovative solution to meet the demands of a mass market and the savings accrued through sustainable practices
- investigating major causes of threats to data, for example human actions such as losing a storage device, disclosing passwords, theft and fraud
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities
- HPE 9-10: Examine the impact of changes and transitions on relationships (ACPPS090)
- assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- critiquing the appropriateness and effectiveness of help and support services available for young people in the local community
- examining policies and processes for ensuring safe blood practices when participating in physical activities
- HPE 9-10: Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
- investigating how the balance of power influences the nature of relationships and proposing actions that can be taken when a relationship is not respectful
- comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- examining social, cultural and economic factors that influence the health behaviours of people in their community
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
- investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- HPE 9-10: Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
- researching the trends in participation in organised junior sports and predicting future trends and directions
- investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
- Hist 9: Change and continuity in the Asian society during this period, including any effects of contact (intended and unintended) with European power(s) (ACDSEH094)
- Hist 9: The position of the Asian society in relation to other nations in the world around the turn of the twentieth century (that is 1900), including the influence of key ideas such as nationalism
(ACDSEH142)
- investigating the confrontation between Japan and Western powers (for example, the Russo-Japanese war) and the emergence of Japan as a major world power
- Hist 9: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander Peoples (ACDSEH020)
- explaining the effects of contact (for example, the massacres of Aboriginal and Torres Strait Islander people; their killing of sheep; the spread of European diseases) and categorising these effects as either intended or unintended
- investigating the forcible removal of children from Aboriginal and Torres Strait Islander families in the late nineteenth century/early twentieth century (leading to the Stolen Generations), such as the motivations for the removal of children, the practices and laws that were in place, and experiences of separation.
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- investigating the role of human agency in historical events and developments
- analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to biomes, food production and security, interconnections or spatial change
- examining the environmental, economic and social factors that need to be considered in an investigation of a contemporary geographical issue such as ways of increasing Australian or global food production or the effects of information and communications technologies on the location of manufacturing or services and debating alternative responses that consider environmental, economic and social factors
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- examining and comparing different perceptions of human wellbeing (for example, by comparing student rankings of selected indicators)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- examining the United Nations Millennium Development Goals and their relationship to human wellbeing
- Geo 10: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
- outlining how geographical information systems (GIS) are used in environmental management or in analysing spatial patterns of human wellbeing
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- explaining how the application of geographical concepts and methods has contributed to deep understanding of the causes of and solutions to issues related to environmental change, human wellbeing or development
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- selecting key questions to investigate an aspect of Australia’s political and legal systems (for example, the role of juries)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 9: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
- developing categories for sorting information from surveys about people’s views on political or legal issues
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- explaining the assumptions or missing information that may affect the reliability of an opinion about an issue (for example, commentary from a traditional form of media)
- comparing and contrasting the varying policies of different political groups on an issue
- C&C 9: Account for different interpretations and points of view (ACHCS085)
- taking on roles for a discussion to explore various points of view about a contemporary political or social issue
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- C&C 10: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS096)
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- developing and using criteria to evaluate the suitability of data in an investigation about Australia’s international involvements
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- organising the data and information collected into a form that shows the different perspectives around an issue/event (for example, the impact of global events on participants in the Australian economy)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- identifying and comparing possible alternatives to address a problem such as how to manage over-indebtedness
- using a range of criteria (social, economic, environmental) to select and justify a preferred option
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- categorising and interpreting data and information collected into a form that shows multiple perspectives around an issue/event
- interpreting a range of measures of economic performance and standards of living to identify differences within and between economies
- analysing information to make informed choices (for example, when purchasing goods and services)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
- deciding on a potential major purchase (for example, a car, investigating options, calculating the costs of different purchasing methods and estimating the long-term costs and benefits of owning the asset and repaying the debt)
- examining the trade-offs businesses may need to consider when determining methods to improve their productivity (for example, employing more staff compared with upskilling existing staff)
Elaborations only
- English 9: Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing (ACELA1550)
- identifying some of the changes in the grammar of English over time, for example from ‘thee’ and ‘thou’ to ‘you’
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- experimenting with the use of colons and semicolons in expositions and other extended writing to improve precision and clarity of expression
- investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences
- English 10: Refine vocabulary choices to discriminate between shades of meaning, with deliberate attention to the effect on audiences (ACELA1571)
- creating texts that demand complex processes of responding, for example the inclusion of symbolism in advertising, foreshadowing in documentary and irony in humorous texts
- English 10: Reflect on, extend, endorse or refute others’ interpretations of and responses to literature (ACELT1640)
- creating personal reading lists in a variety of genres and explain why the texts qualify for inclusion on a particular list
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- identifying and analysing ethical positions on a current issue debated in blogs or online discussion forums, including values and/or principles involved and the strengths and weaknesses of the position in the context of the issue
- English 10: Identify and explore the purposes and effects of different text structures and language features of spoken texts, and use this knowledge to create purposeful texts that inform, persuade and engage (ACELY1750)
- applying knowledge of spoken, visual, auditory, technical and multimodal resources (for example sound and silence, camera shot types, lighting and colour) in conjunction with verbal resources for varying purposes and contexts
- English 10: Choose a reading technique and reading path appropriate for the type of text, to retrieve and connect ideas within and between texts (ACELY1753)
- using appropriate metalanguage associated with digital technologies to analyse reading pathways on websites
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- reflecting on, critiquing and refining students’ own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation
- Science 9: Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
- evaluating information from secondary sources as part of the research process
- Science 9: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS171)
- identifying gaps or weaknesses in conclusions (their own or those of others)
- Science 9: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
- using knowledge of science to test claims made in advertising or expressed in the media
- evaluating claims relating to products such as electrical devices, fuels, indigestion tablets
- Science 10: Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
- evaluating information from secondary sources as part of the research process
- Science 10: Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- deciding how much data are needed to produce reliable measurements
- considering possible confounding variables or effects and ensuring these are controlled
- Science 10: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
(ACSIS204)
- constructing a scientific argument showing how their evidence supports their claim
- Science 10: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data
(ACSIS205)
- evaluating the strength of a conclusion that can be inferred from a particular data set
- Science 10: The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence
(ACSSU185)
- evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species
- Science 10: People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
- using knowledge of science to test claims made in advertising
- evaluating claims relating to environmental footprints
- Science 10: Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately (ACSIS200)
- identifying where human error can influence the reliability of data
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance
(ACADAM020)
- investigating the use of elements of dance in works of artists, including those from the Asia region, and adapting dance ideas to create movements that represent a synthesis of influences
- Dance 9-10: Practise and refine technical skills to develop proficiency in genre- and style-specific techniques (ACADAM022)
- identifying and analysing dance styles and traditions and applying knowledge of the structure and function of the musculoskeletal system to execute movements safely and prevent injury to themselves and others
- Dance 9-10: Structure dances using movement motifs, choreographic devices and form (ACADAM023)
- documenting their creative process, including use of analysis and evaluation strategies, in reflective records
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- Media 9-10: Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077)
- investigating the production context of a media artwork and producing the work within a specified budget and timeline
- organising and curating a school media arts festival or exhibition
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- analysing and documenting the practices of selected visual artists and designers, including their use of materials, technologies, techniques and processes, when developing their art and design intentions for representation
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- visiting galleries, art museums and public art displays, in formal and informal settings, to research the role of the curator and the elements of good display/exhibition, which they then apply to their own ideas for an exhibition of their own or others’ artworks
- Visual 9-10: Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
- developing skills that can transfer to cross-media and inter-media domains of visual arts
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- investigating different types of functional requirements for solutions, for example increasing the speed of processing, calculating new results, improving the quality of reports
- investigating different types of non-functional requirements for solutions, for example considering how the requirements of reliability, user-friendliness, portability and robustness could affect the way people use solutions
- using software such as graphic organisers to determine a fundamental cause of a problem or to represent related elements of a problem that need to be jointly addressed in the digital solution
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
- investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
- investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted
- examining local fast-food options, making healthy selections and advocating healthy choices to peers
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: The population movements and changing settlement patterns during this period (ACDSEH080)
- investigating changes to the cities and landscape in European countries and Australia as the Industrial Revolution continued to develop, using photos (for example, those that were taken as the Eiffel Tower was being constructed using iron)
- Hist 9: The experiences of men, women and children during the Industrial Revolution, and their changing way of life (ACDSEH081)
- investigating the changes in working conditions (for example, longer working hours for low pay and the use of children as a cheap source of labour)
- Hist 9: The short and long-term impacts of the Industrial Revolution, including global changes in landscapes, transport and communication (ACDSEH082)
- outlining the growth of trade unions as a response to the impacts of the Industrial Revolution
- Hist 9: Reasons why ONE key idea emerged and/or developed a following (ACDSEH086)
- investigating reasons why a key idea gained support, such as the support for Chartism among the poorer classes as a response to deteriorating living and working conditions
- Hist 9: The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018)
- explaining the role of the Industrial Revolution in creating a growing need for labour and transportation
- Hist 9: Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083)
- investigating sources that record the reactions of new arrivals to other countries in this period (for example, responses to the natural environment and climate)
- Hist 9: Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers on the frontier in Australia (ACDSEH084)
- investigating the experiences of a specific group of arrivals to Australia (for example, convicts in Sydney, Hobart, Brisbane; or free settlers in Melbourne, Adelaide, Perth or Darwin)
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: Key features (social, cultural, economic, political) of ONE Asian society at the start of this period (ACDSEH093)
- investigating the key aspects an Asian society at the beginning of this period (for example, identifying the territorial extent of Qing China, the role and influence of the Emperor, and the nature of literature, art and architecture)
- Hist 9: Experiences of non-Europeans in Australia prior to the 1900s (such as the Japanese, Chinese, South Sea Islanders, Afghans) (ACDSEH089)
- outlining the migration of Chinese to the goldfields in Australia in the nineteenth century and attitudes towards the Chinese as revealed in cartoons (for example, ‘The Mongolian Octopus’)
- Hist 9: Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)
- examining the key features of and British and Western influences on Australia’s system of government including the Westminster System and Federalism
- investigating the factors that led to the
- Hist 9: Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
- investigating how the major social legislation of the new Federal Government affected living and working conditions in Australia (for example, invalid and old-age pensions and the maternity allowance scheme)
- Hist 9: An overview of the causes of World War I and the reasons why men enlisted to fight in the war (ACDSEH021)
- investigating the rise of nationalist sentiment as well as the values and attitudes towards war in the period 1750–1918 (for example, idealistic notions of war; sense of adventure)
- Hist 9: The places where Australians fought and the nature of warfare during World War I, including the Gallipoli campaign (ACDSEH095)
- using sources to investigate the fighting at Gallipoli, the difficulties of trench warfare, and the use of tanks, aeroplanes and chemical weapons (gas)
- Hist 9: The impact of World War I, with a particular emphasis on Australia including the changing role of women (ACDSEH096)
- investigating examples of the war’s impact on Australia’s economy and society (for example, the development of the steel industry in Newcastle and the implementation of the War Precautions Act)
- explaining the treatment of people of German descent during the war (for example, their classification as ‘enemy aliens’ and placement in internment camps, as well as their depiction in government propaganda)
- Hist 9: The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097)
- investigating the ideals associated with the Anzac tradition and how and why World War I is commemorated within Australian society
- Hist 9: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view with consistent reference to the evidence available
- Hist 10: Overview of the causes and course of World War II (ACDSEH024)
- outlining the contributing factors of World War II (for example, the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- investigating the scale and significance of the Holocaust, using primary sources
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: The US civil rights movement and its influence on Australia (ACDSEH105)
- outlining the Freedom Rides in the US, how they inspired civil rights campaigners in Australia, and how they became a turning point in the Aboriginal and Torres Strait Islander Peoples’ struggle for rights and freedoms
- Hist 10: The contribution of migration to Australia’s changing identity as a nation and to its international relationships (ACDSEH147)
- analysing post-World War II population growth and the development of Australia’s culturally diverse society using different types of graphs
- Hist 10: The background to environmental awareness, including the nineteenth century National Parks movement in America and Australia (ACDSEH028)
- outlining the emergence of concerns about the preservation of natural areas for future generations (for example, as reflected in the establishment of national parks in the United States (Yellowstone National Park in 1872), Australia (Royal National Park in 1879), Canada (Rocky Mountains National Park in 1885) and New Zealand (Tongariro National Park in 1887))
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- developing a historical argument that identifies different possibilities in interpretation and argues a particular point of view, with consistent and specific reference to the evidence available
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Hist 10: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS193)
- designing a poster that outlines the main arguments against French nuclear testing in the Pacific and explaining the nature and reliability of the sources used to construct the poster
- Geo 9: Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060)
- examining the influence of climate on biomass production (as measured by net primary productivity) in different biomes
- Geo 9: Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- investigating ways that the production of food and fibre has altered some biomes (for example, through vegetation clearance, introduction of exotic species, drainage, terracing and irrigation)
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- describing how environmental factors (for example, climate, soil, landform and water), can support higher crop yields and investigating the environmental constraints on agricultural production in Australia (for example, soil moisture, water resources and soils)
- investigating how high crop yields (for example, from wheat, rice and maize) around the world are related to factors such as irrigation, accessibility, labour supply, landforms and agricultural technologies (for example, high-yielding varieties)
- evaluating the ways that agricultural innovations have changed some of the environmental limitations on and impacts of food production in Australia
- Geo 9: The capacity of the world’s environments to sustainably feed the projected future global population (ACHGK064)
- examining the effects of anticipated future population growth on global food production and security, and its implications for agriculture and agricultural innovation
- researching the potential of agricultural production in northern Australia
- Geo 9: The way transportation and information and communication technologies are used to connect people to services, information and people in other places (ACHGK066)
- describing the differences in people’s access to the internet between and within countries and exploring how information and communication technologies are being used to connect people to information, services and people in other places (for example, in rural areas across Australia and the world, including selected countries of the Asia region)
- examining how information and communication technologies have made it possible for places (for example, in India and the Philippines) to provide a range of global business services
- Geo 9: The ways that places and people are interconnected with other places through trade in goods and services, at all scales (ACHGK067)
- investigating how and why places are interconnected regionally, nationally and globally through trade in goods and services
- investigating some of the products and/or services that businesses in their town, city or rural region sell to other places
- examining tourism, students and retirees as sources of income for some places
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 9: The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places (ACHGK069)
- investigating the global growth of tourism and its likely effects on the future of places
- Geo 9: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS064)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS065)
- creating a diagram to illustrate the flows of nutrients and energy within a biome, and the alterations to these flows produced by agriculture
- developing a table to show the types of challenges to food production in Australia compared to other areas of the world, or the ways that places and people are interconnected through trade
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- comparing maps showing transport networks with survey responses on personal mobility
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS070)
- presenting an oral response, supported by visual aids including maps, to communicate a reasoned argument about a contemporary geographical issue, and responding to questions
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Environmental world views of people and their implications for environmental management (ACHGK071)
- comparing the differences in people’s views about the causes of environmental issues in Australia and across the world
- Geo 10: The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
- researching the role of Aboriginal and Torres Strait Islander Peoples in environmental management
- Geo 10: The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- describing the nature of the environmental change and its effect on the sustainability of environmental functions
- Geo 10: The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
- proposing geographical management strategies for the environmental change being investigated (for example, establishing reserves and corridors to preserve biodiversity (a spatial strategy), ecosystem-based management (an environmental strategy), urban planning to reduce energy consumption (a spatial strategy), and addressing underlying as well as immediate causes of environmental change (holistic thinking))
- comparing strategies in Australia and another country to manage the environmental change being investigated
- exploring the variety of solutions to similar environmental changes in different places
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing
(ACHGK077)
- investigating the economic, social, technological, political and or environmental causes of spatial inequality between countries
- examining differences in indicators by gender across countries and within selected countries
- investigating the interrelationships between the rate of population growth and human wellbeing in countries
- examining how access to natural resources (for example, minerals and water) can affect wellbeing and be a source of conflict
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- investigating development issues (for example, access to clean water, sanitation, health services and adequate food and shelter) and their potential impact on human wellbeing
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region
(ACHGK079)
- examining spatial data on human wellbeing in India to identify the regions of India with high and low levels of wellbeing, discussing identified patterns and explaining the differences
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different regions in a country of the Asia region
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale
(ACHGK080)
- researching spatial differences in the wellbeing of the Aboriginal and Torres Strait Islander population across Australia, and the extent to which these differences depend on how wellbeing is measured
- examining how a person’s wellbeing is influenced by where they live, with reference to at least two different places in Australia
- Geo 10: The role of international and national government and non-government organisations’ initiatives in improving human wellbeing in Australia and other countries (ACHGK081)
- examining a national, state or community program to reduce regional inequalities in wellbeing in a country (for example, India)
- Geo 10: Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources
(ACHGS073)
- collecting quantitative and qualitative data using ethical research methods, including the use of protocols for consultation with Aboriginal and Torres Strait Islander communities
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies
(ACHGS074)
- developing a table to show the responses to environmental change in a particular environment
- using scatter plots of data for countries or smaller areas to investigate the relationship between two variables (for example, per capita income and life expectancy for countries) and to identify anomalies
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- analysing environmental change (for example, the clearance of vegetation or a plan for a vegetation corridor) using topographic maps and satellite images
- critically analysing text and images for their meaning and significance
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
- constructing a logical argument, supported by evidence (for example, accounting for observed patterns in wellbeing at the local, national and global scales), and responding to questions
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- C&C 9: How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
- examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- researching the work of a non-government organisation (NGO), philanthropist, community group or religious group and how and why they contribute to the Australian community
- investigating why a particular group advocates for change (for example, in relation to gender equity)
- C&C 9: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
- analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness
- investigating a human rights campaign that uses social media and how members of the public have engaged in the issue
- C&C 9: How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
- examining stories of how Australian citizens’ perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
- examining forms of global connectedness such as digital technology, arts, trade, language learning, employment, travel and immigration
- debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
- C&C 9: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
- developing a plan of action using digital technologies that incorporates democratic decision-making processes
- C&C 9: The role of political parties and independent representatives in Australia’s system of government, including the formation of governments (ACHCK075)
- investigating how the contemporary party system operates in Australia’s liberal democracy and how governments are formed in parliament
- discussing the meaning of key concepts such as parliamentary majority, the opposition, hung parliament, minority government
- C&C 9: The key features of Australia’s court system and how courts apply and interpret the law, resolve disputes and make law through judgements (ACHCK077)
- exploring how court judgements impact on the development of law (for example, the role of precedents)
- C&C 9: The key principles of Australia’s justice system, including equality before the law, independent judiciary, and right of appeal (ACHCK078)
- examining factors that can undermine the application of the principles of justice (for example, bribery, coercion of witnesses, trial by media and court delays)
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- listing some of the international agreements Australia has ratified and identifying examples of how each one might shape government policies and laws (for example, the protection of World Heritage areas)
- researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
- identifying how international conventions and declarations have shaped Australian government policies with regard to Aboriginal and Torres Strait Islander Peoples
- C&C 10: The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)
- C&C 10: Recognise and consider multiple perspectives and ambiguities, and use strategies to negotiate and resolve contentious issues (ACHCS099)
- using skills associated with the negotiation process (seeking to understand other views, applying reason and logic, building on common ground, isolating areas of difficulty, and recording agreements reached)
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- developing a plan for action that takes into account challenges, opportunities, risks and strategies to respond to a civics and citizenship issue
- C&C 10: The key features and values of Australia’s system of government compared with at least ONE other system of government in the Asia region (ACHCK090)
- categorising the key features of Australia’s system of government (for example, democratic elections and the separation of powers) and comparing and contrasting these to the key features found in another country in the Asia region, such as Japan, India or Indonesia
- interviewing people with connections to a country in the Asia region to compare the values they associate with the system of government in that country with those of Australia
- C&C 10: The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations (ACHCK091)
- exploring the types of participation that Australia has in the Asia region and internationally (for example, exchange programs, peacekeeping, election monitoring, health programs, disaster management)
- investigating Australia’s involvement with the United Nations (for example, representation in the organisation and adherence to conventions and declarations that Australia has ratified)
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- examining the jurisdiction of the High Court
- E&B 9: Why and how participants in the global economy are dependent on each other (ACHEK039)
- locating a range of products in the local shopping centre that were produced overseas, and proposing reasons why they were not produced in Australia (for example, comparative advantage and gains from specialisation and trade)
- investigating the activities of transnational corporations in supply chains and global business activities
- E&B 9: Why and how people manage financial risks and rewards in the current Australian and global financial landscape (ACHEK040)
- investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds)
- debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer
- explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about the financial landscape)
- E&B 9: The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market
(ACHEK041)
- investigating the different strategies businesses use to create competitive advantage (for example, research and development, offering a lower-cost product, or by implementing efficient internal operations strategies)
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- explaining assumptions or missing information in sources that may affect the reliability of an opinion about the issue
- E&B 9: Australia as a trading nation and its place within the rising economies of Asia and broader global economy
(ACHEK038)
- explaining the impact of global events on the Australian economy and its trade and investment relations with other countries (for example, a natural disaster in a country of the Asia region)
- E&B 9: The changing roles and responsibilities of participants in the Australian or global workplace (ACHEK042)
- examining changes to the roles of employees in the workplace (for example, the increasing encouragement for workers to show initiative or act as intrapreneurs)
- E&B 10: The links between economic performance and living standards, and how and why variations exist within and between economies (ACHEK051)
- investigating economic performance and living standards and discussing how they can mean different things to different people and countries
- investigating the ways living standards can be measured (for example, gross domestic product (GDP), Human Development Index (HDI) or total quality of life index)
- investigating the ways in which income and wealth are distributed in the economy, using measures such as an income distribution histogram, the Lorenz curve or the Gini coefficient
- E&B 10: The ways businesses respond to changing economic conditions and improve productivity through organisational management and workforce management (ACHEK054)
- identifying ethical and unethical workplace practices and investigating the impact of these practices on individuals
- investigating ways that businesses have responded to improving economic conditions (for example, increasing their research and development funding to create innovative products, adjusting marketing strategies to expand their market share, upskilling their workforce to improve productivity)
- E&B 10: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES056)
- determining the source and reliability of data and information and explaining assumptions or missing information in sources that may affect reliability
- E&B 10: Indicators of economic performance and how Australia’s economy is performing (ACHEK050)
- investigating the performance of the Australian economy using key indicators and explaining fluctuations using phases of the business cycle
- E&B 10: The ways that governments manage economic performance to improve living standards
(ACHEK052)
- investigating how Australia supports economic growth in the Asia region through participating in the Asia-Pacific Economic Cooperation (APEC) forum
Draw conclusions and design a course of action
Level 2: identify alternative courses of action or possible conclusions when presented with new information
Content descriptions
- HASS 1: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
- using collected information (for example, from stories told by parents, grandparents, elders or familiar older people; from geographic pictures) to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
- making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
- HASS 2: Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
- making generalisations from data showing patterns and relationships (for example, the relationship between the distance of places and the frequency of visits to them; between rubbish in the school and eating areas; between marine animals and where human rubbish may go; between climate zones and clothing or housing)
Elaborations only
- HASS 1: The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031)
- describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
- HASS 2: Reflect on learning to propose how to care for places and sites that are important or significant (ACHASSI042)
- sharing with their teacher, other students and members of their family what they know and have learnt about connections with other places, and explaining the significance of these connections
- HASS 2: The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051)
- suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern
Level 3: draw on prior knowledge and use evidence when choosing a course of action or drawing a conclusion
Content descriptions
- HASS 3: Draw simple conclusions based on analysis of information and data
(ACHASSI058)
- drawing conclusions about their community’s heritage based on an evaluation of information provided by the local council (for example, the development of its multicultural profile; its significant events and how people have participated in them and contributed to their maintenance; the preservation of unique features of the natural environment)
- examining the meaning of diversity using examples drawn from their community (such as celebrations and commemorations), drawn from other countries (such as environments, climate, lifestyle, settlement) and from the experiences of their peers (such as how they participate in their family and community)
- HASS 3: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI060)
- recalling what they know when contributing ideas to a group response to a community challenge (for example, planning how to celebrate a unrecognised cultural event; such as how local Aboriginal or Torres Strait Islander Peoples celebrate their Country/Place or how to retell a historical event from a silent or unfamiliar voice)
- considering the findings of an inquiry when developing a plan of action to achieve a set goal (for example, to protect a place, to participate in a community festival or commemoration, to raise awareness about an issue, to raise money for a purpose)
- HASS 4: Draw simple conclusions based on analysis of information and data
(ACHASSI079)
- finding connections, in order to draw conclusions, from an analysis of sources (for example, relationships between plants and animals in an ecosystem; languages of countries and the nations which colonised them; shipwreck locations and natural features; local government services and how people benefit)
- concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue
- proposing possible actions that could be taken to address an issue (for example, improving the management of waste in the school; choosing products not made from endangered species such as elephants) and identifying resources needed to support the actions and likely outcomes (for example, composting lunch waste and using it on the school garden; making socially responsible decisions)
- HPE 3-4: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
Elaborations only
- Science 4: Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
- recognising the elements of a fair test and using these when planning the steps and processes of an investigation
- HASS 3: Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems (ACHASSK064)
- recognising the significance of other days or weeks (including the anniversary of the national Apology to Australia’s Indigenous Peoples of 2008, National Reconciliation Week, International Women’s Day, Labour Day and Harmony Day)
- HASS 3: Interact with others with respect to share points of view (ACHASSI059)
- understanding their roles, rights and responsibilities in group situations
- respecting ways to ensure others’ points of view are shared in group situations (for example, adhering to and defending strategies that enable turn-taking and eliminate talking over others)
- valuing for and against arguments when making personal and group decisions
- Media 3-4: Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
- experimenting with tension to create meaning and sustain representations
Level 4: scrutinise ideas or concepts, test conclusions and modify actions when designing a course of action
Content descriptions
- English 6: Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
- exploring texts on a similar topic by authors with very different styles, for example comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register
- English 6: Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
- English 6: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
- HASS 5: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI100)
- interpreting graphs and tables of data collected from a survey to infer relationships or trends (for example, common influences on purchasing decisions of class members; the increase in social activism for social and environmental causes)
- interpreting and creating maps such as flow and choropleth maps, or plans for specific purposes (for example, a bushfire management plan)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- drawing conclusions about a community and/or the environment (for example, changing democratic values from past to present; patterns of human consumption and changes in environments)
- explaining enterprising initiatives that address challenges (for example, colonial solutions to challenges of preserving food and accessing resources; sustainable use of materials for housing past and present)
- forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue
- HASS 5: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
- reflect on primary and secondary sources used and how this may have influenced the validity of the conclusions of the inquiry (for example, sample size of survey, the date a secondary source was created and the views that prevailed at the time)
- posing self-reflection questions to influence personal and collective action (for example, ‘What are the effects of my purchasing decisions?’, ‘Are needs and wants the same for everyone?’, ‘Why can’t all needs and wants be satisfied?’, ‘How can I contribute to a sustainable environment?’)
- assessing possible options as actions that people could take to respond to a local issue they have investigated (for example, the redevelopment of a disused quarry in the local area)
- analysing successful solutions to problems and considering if problem-solving approaches can be applied to challenges relevant to their personal or school context
- HASS 6: Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships (ACHASSI128)
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- evaluating and connecting information from various sources to defend a position (for example, the responsibilities associated with Australian citizenship, the right to build in a place, why a person is considered significant)
- proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully
- drawing conclusions based on identified evidence (for example, using census data to construct arguments for and against migration; business council information to identify the ways different businesses provide goods and services to a community)
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- collecting evidence to build a case for action that takes account of alternative views, minimises risks and mitigates any negative outcomes
- suggesting a course of action on a global issue that is significant to them and describing how different groups could respond
- reflecting on the civic activities that students can participate in and the benefits of active and informed citizenship, including the significance of understanding cultural diversity
- D&T 5-6: Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
- analysing and modifying design ideas to enhance and improve the sustainability of the product, service, environment or system
- representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
- HPE 5-6: Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
- investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting
- HPE 5-6: Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
Elaborations only
- English 5: Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view
(ACELY1699)
- asking specific questions to clarify a speaker’s meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions
- Science 6: Decide variables to be changed and measured in fair tests, and observe measure and record data with accuracy using digital technologies as appropriate (ACSIS104)
- using the idea of an independent variable (note: this terminology does not need to be used at this stage) as something that is being investigated by changing it and measuring the effect of this change
- HASS 5: Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions
(ACHASSI096)
- deciding which recording methods and tools (for example, graphs, tables, field sketches, questionnaires, scattergrams, audio-recorders, video recorders, cameras, water or air quality testing kits, binoculars, clinometers, calculators) suit the data or information to be collected
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- determining a preferred option for action by identifying the advantages and disadvantages of different proposals, surveying people’s views and opinions, analysing the data, and debating and voting on alternatives
- Music 5-6: Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
- manipulating the timbre of a range of instruments and voices to create and vary mood or atmosphere
- Visual 5-6: Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and techniques
- DT 5-6: Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)
- explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
- HPE 5-6: Practise skills to establish and manage relationships (ACPPS055)
- proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships
Level 5: differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
Content descriptions
- Science 7: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)
- Science 8: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS145)
- HASS 7: Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
- using data to make predictions about future trends (for example, the trend of shopping online, trends in working hours or how people work, changing liveability factors, the rise of knowledge-based work)
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- drawing conclusions about entrepreneurial behaviour and successful campaigns or about the potential of business enterprise
- HASS 7: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
- Music 7-8: Develop musical ideas, such as mood, by improvising, combining and manipulating the elements of music
(ACAMUM093)
- using technology to manipulate specific elements such as pitch and timbre to create intended effects in composition or performance
- Music 7-8: Structure compositions by combining and manipulating the elements of music using notation
(ACAMUM095)
- combining and manipulating the elements of music to imitate a range of styles, using appropriate notation
- selecting, combining and manipulating sounds using technologies to create, develop and record music ideas
- D&T 7-8: Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029)
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
- documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- DT 7-8: Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
- Hist 7: Locate, compare, select and use information from a range of sources as evidence (ACHHS210)
- Hist 7: Draw conclusions about the usefulness of sources (ACHHS211)
- Hist 8: Locate, compare, select and use information from a range of sources as evidence
(ACHHS153)
- designing a table to list sources and the aspects of the past about which they provide information (for example, social structure, economy, governance)
- Hist 8: Draw conclusions about the usefulness of sources (ACHHS154)
- Geo 7: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051)
- interpreting various types of maps (for example, weather, isopleth, topographic, political, thematic, diagrammatic)
- using digital maps and overlays of an area to observe, describe and contrast the spatial associations of geographical phenomena (for example, the relationship between economic activities and river systems and the availability of surface water)
- Geo 7: Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052)
- reviewing the results of an analysis to propose an answer to an inquiry question, using as an organiser at least one of the concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 7: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054)
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the effect of perceptions of crime on liveability)
- Geo 8: Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059)
- analysing spatial distributions to infer relationships and suggest possible causes and effects
- interpreting topographic maps and digital terrain models, cross-sections or block diagrams to investigate landforms and their features
- analysing trends in internal migration in Australia and China
- Geo 8: Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060)
- reviewing the results of an analysis to propose and defend answers to an inquiry question, emphasising at least one of the geographical concepts of place, space, environment, interconnection, sustainability, scale or change
- Geo 8: Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062)
- reflecting on the inquiry process and suggesting questions that would be suitable for further investigation
- reflecting on personal values and attitudes and how these influence responses to an issue (for example, the protection of landscapes)
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- evaluating data from a survey to draw conclusions about a current event or issue
- C&C 7: Reflect on their role as a citizen in Australia’s democracy (ACHCS060)
- C&C 8: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS070)
- C&C 8: Reflect on their role as a citizen in Australia’s democracy (ACHCS074)
- E&B 7: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES021)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- devising the steps needed for an investigation and modifying as required
Elaborations only
- Science 7: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125)
- working collaboratively to decide how to approach an investigation
- Science 7: Some of Earth’s resources are renewable, including water that cycles through the environment, but others are non-renewable (ACSSU116)
- exploring how human management of water impacts on the water cycle
- Science 8: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS140)
- working collaboratively to decide how to best approach an investigation
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- applying enterprising behaviours to a class activity (for example, taking on a leadership role, establishing goals, accepting responsibility, and negotiating and working with others during the investigation)
- Dance 7-8: Develop their choreographic intent by applying the elements of dance to select and organise movement
(ACADAM014)
- selecting movement from their improvisations that best communicates their choreographic intentions, for example, movement that communicates mood or emotion
- Dance 7-8: Structure dances using choreographic devices and form (ACADAM016)
- reflecting on the creative process of choreography to clarify their choreographic intent and refine their dance
- responding to feedback by changing the order and pattern of dance movement, phrases or sequences, using choreographic devices
- Drama 7-8: Combine the elements of drama in devised and scripted drama to explore and develop issues, ideas and themes (ACADRM040)
- experimenting with linear and non-linear narrative to focus dramatic action and tension
- Media 7-8: Develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
- manipulating combinations of technical and symbolic elements (composition, time, space, sound, movement, lighting) to represent ideas and feelings in their media artworks
- Media 7-8: Analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
- deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
- Media 7-8: Identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)
- surveying the programming of public sector versus private sector television and commenting on differences
- comparing a media artwork (such as an animation) from a sole producer with one from an international organisation and commenting on differences in style
- conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiencs; for example, games players, social media users, television viewers
- debating an issue like the media’s intrusion on the individual’s right to privacy
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- manipulating sound quality by exploring how sounds are produced by different instruments and voice types, for example, manipulating dynamics and timbre in voice or acoustic or digital instruments
- Music 7-8: Identify and connect specific features and purposes of music from different eras to explore viewpoints and enrich their music making, starting with Australian music including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR098)
- making judgements about music as audience members and articulating the reasons for them
- Music 7-8: Practise and rehearse a variety of music, including Australian music to develop technical and expressive skills
(ACAMUM094)
- exploring and manipulating the elements of music within given parameters to create new music, and reflecting upon musical ideas used by Australian composers, including Aboriginal and Torres Strait Islander artists
- Visual 7-8: Present artwork demonstrating consideration of how the artwork is displayed to enhance the artist’s intention to an audience
(ACAVAM122)
- justifying their choices for display or presentation of ideas in artworks or designs appropriate for a particular audience, for example, mounted and framed exhibition, a website, or as a children’s book
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
- HPE 7-8: Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
- recognising and interpreting emotional responses to stressful situations and proposing strategies for managing these responses
- HPE 7-8: Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
- investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
- investigating food-serving recommendations from
- HPE 7-8: Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
- investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges
(ACPMP087)
- explaining and justifying the movement concepts and strategies selected in response to movement challenges
- HPE 7-8: Practise and apply strategies to seek help for themselves or others (ACPPS072)
- discussing emotional responses to interactions within relationships, and proposing strategies to seek help
- HPE 7-8: Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
- selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
- Hist 7: Physical features of India (such as fertile river plains) and how they influenced the civilisation that developed there (ACDSEH006)
- creating a graphic representation of the extent of India as a political unit at this time (for example, its diverse climatic and geographical features, types and location of food production, areas of high- and low-density population)
- Hist 7: Roles of key groups in Indian society in this period (such as kings, emperors, priests, merchants, peasants), including the influence of law and religion
(ACDSEH044)
- creating a graphic representation of the social structure of Indian society
- Hist 7: Roles of key groups in Chinese society in this period (such as kings, emperors, scholars, craftsmen, women), including the influence of law and religion
(ACDSEH041)
- creating a graphic representation of the social structure of Chinese society
- Hist 8: The immediate- and long-term effects of the Black Death on Asian, European and African populations, and conflicting theories about the impact of the plague (ACDSEH071)
- categorising the effects of the Black Death as either short term or long term and drawing conclusions about the severity of the Black Death
- Geo 7: The way that flows of water connects places as it moves through the environment and the way this affects places (ACHGK038)
- investigating the importance of environmental flows
- Geo 7: The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040)
- investigating whether the use of water in their place is sustainable
- investigating land use management practices that have adversely affected water supply, such as land clearing and some farming practices
- Geo 8: Ways of protecting significant landscapes (ACHGK052)
- investigating the negative and positive impacts of bushfires on Australian landscapes and ways of responding to the risk and events of bushfires
- C&C 7: How Australia’s legal system aims to provide justice, including through the rule of law, presumption of innocence, burden of proof, right to a fair trial and right to legal representation (ACHCK050)
- exploring how Australians can receive access to justice and legal representation, such as through legal aid
- C&C 7: How Australia is a secular nation and a multi-faith society with a Christian heritage (ACHCK051)
- exploring the diversity of spiritualities among Aboriginal and Torres Islander communities from traditional spirituality to the adoption of other religions such as Christianity and Islam
- C&C 7: How groups, such as religious and cultural groups, express their particular identities; and how this influences their perceptions of others and vice versa (ACHCK053)
- investigating how and why different Aboriginal and Torres Strait Islander communities are maintaining and developing their identities and what this means for Australia as a whole
- C&C 8: Different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander perspectives, and what it means to be Australian (ACHCK066)
- investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
- examining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander Peoples and other Australians
- C&C 8: How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067)
- examining personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
Level 6: use logical and abstract thinking to analyse and synthesise complex information to inform a course of action
Content descriptions
- English 9: Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts (ACELT1633)
- Science 9: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
- Science 10: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
(ACSIS204)
- using primary or secondary scientific evidence to support or refute a conclusion
- Dance 9-10: Improvise to find new movement possibilities and explore personal style by combining elements of dance (ACADAM020)
- Drama 9-10: Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047)
- communicating meaning through realistic and non-realistic performance styles and dramatic forms by manipulating the elements of drama
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of viewpoints
- Music 9-10: Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore personal style in composition and performance (ACAMUM099)
- experimenting with layering of sound to develop a personal style in improvisation and composition
- Music 9-10: Manipulate combinations of the elements of music in a range of styles, using technology and notation
(ACAMUM100)
- manipulating sound sources and technology to suggest or replicate style
- experimenting with and comparing how elements of music are used to communicate musical intentions in traditional, digital and graphic scores from different styles
- Visual 9-10: Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists
(ACAVAM125)
- exploring and reflecting on the connections between their own artworks and artworks from different contexts, including Aboriginal and Torres Strait Islander artworks, for example, maintaining a reflective journal of their developing artwork
- experimenting with digital and virtual technologies in their artworks to enhance intended meaning
- conceptualising how visual conventions can represent ideas in their artwork
- Visual 9-10: Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
- deconstructing and reconstructing a range of images, objects and/or spaces to synthesise viewpoints, concepts, purposes and/or meanings
- experimenting with a variety of techniques and processes when exploring their intentions as artist
- selecting, testing and experimenting with materials, techniques, technologies and processes to synthesise an idea that is developed into multiple representations
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- collaborating to develop production plans for equitable distribution of work
- DT 9-10: Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data (ACTDIP037)
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)
- Hist 9: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)
- graphing historical data to identify past trends and to draw conclusions about their significance (for example, the proportion of Australian servicemen who returned from World War I, and the ‘lost generations’ in the years after the war)
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
- Hist 10: Examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)
- Hist 10: Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS188)
- combining historical data from a range of sources to identify and explain the impact of World War II
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources (ACHHS189)
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- applying criteria used to make judgements in civic contexts (for example, Awards for the Order of Australian of the Year, Student Citizen of the Year) to propose candidates for the year ahead
- C&C 9: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS089)
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- C&C 10: Reflect on their role as a citizen in Australian, regional and global contexts (ACHCS102)
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- establishing questions and/or hypotheses to form the basis of an investigation into a selected issue or event (for example, by asking questions about why it is increasingly important for businesses to seek a competitive advantage or establishing a hypothesis such as: ‘The export of locally made products will greatly benefit the local community’)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- generating ideas about possible class or school projects and collaboratively developing a plan to guide the project
- E&B 9: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- establishing questions to form the basis of an economic or business investigation into an issue or event, such as ‘Why do standards of living differ within an economy?’, or formulating a hypothesis such as ‘Responding to an upswing in the economy with expansionary measures will improve business productivity’
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
- analysing information to make informed choices (for example, when purchasing goods and services)
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
Elaborations only
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- identifying or commenting on the author’s approaches and use of techniques, design, form and style
- Dance 9-10: Manipulate combinations of the elements of dance and choreographic devices to communicate their choreographic intent (ACADAM021)
- improvising with the elements of dance and analysing movement choices to reflect their individuality and to clarify their choreographic intent
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- collaborating as a member of a drama team by directing the blocking and staging of dramatic action to communicate intended meaning(s) for an audience
- collaborating to undertake responsibilities in interpreting, rehearsing and performing drama such as stage manager, designer, etc.
- Media 9-10: Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)
- constructing characters for a computer game that appeals to diverse audiences and who use it for different purposes
- Media 9-10: Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR079)
- examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander perspectives create and challenge views in mainstream stories
- Music 9-10: Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and Torres Strait Islander artists
(ACAMUM102)
- combining and manipulating the elements of music using repetition, variation and contrast to shape compositions
- exploring and manipulating combinations of electronic and acoustic sounds to create new works, using technology as a composition tool and sound source
- Visual 9-10: Plan and design artworks that represent artistic intention (ACAVAM128)
- developing an individual focus for a series of artworks based on a given theme, concept or subject matter
- being imaginative when applying a personal aesthetic, for example, when planning to manipulate and/or appropriate images, objects and spaces into new contexts and meanings
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- experimenting with, reflecting on and refining the connections in their own work between viewpoints, materials, techniques, technologies practices and processes
- Visual 9-10: Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)
- identifying how visual arts professionals embed their values and beliefs, and how audiences react and interpret the meaning and intent of their artworks differently
- interrogating the cultural and societal roles and responsibilities of arts industries and recognising the power of the visual arts in advocating for, and being a catalyst for, change
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
- DT 9-10: Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)
- generating a layout or report in a database or applying a style sheet to a web page
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- extracting specific data from an external source and storing it in a format that is more useful for analysis, for example combining mapping data from multiple electronic data sets to build a composite representation
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Transfer understanding from previous movement experiences to create solutions to movement challenges
(ACPMP106)
- drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- adapting and responding to changes in equipment that increase the complexity of a movement task or performance
- Hist 9: Key people, events and ideas in the development of Australian self-government and democracy, including, the role of founders, key features of constitutional development, the importance of British and Western influences in the formation of Australia’s system of government and women’s voting rights (ACDSEH091)
- examining the key features of and British and Western influences on Australia’s system of government including the Westminster System and Federalism
- investigating the factors that led to the
- Hist 9: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS166)
- assembling, as part of the planning process, a range of sources that would be useful for researching the causes of World War I
- Hist 10: Identify and select different kinds of questions about the past to inform historical inquiry
(ACHHS184)
- identifying, planning and investigating (individually and as part of a team) specific historical questions or issues
- Geo 9: Environmental, economic and technological factors that influence crop yields in Australia and across the world (ACHGK062)
- evaluating the ways that agricultural innovations have changed some of the environmental limitations on and impacts of food production in Australia
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- analysing maps of world internet traffic and proposing explanations about the pattern and distribution of connections
- Geo 9: Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS069)
- identifying the relevant layers of a geographical information system and using them to investigate how they can portray and analyse demographic, economic and environmental data
- Geo 10: Represent spatial distribution of geographical phenomena by constructing special purpose maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS075)
- constructing and interpreting choropleth maps to show patterns of human wellbeing at a local scale
- C&C 9: How and why individuals and groups, including religious groups, participate in and contribute to civic life
(ACHCK079)
- researching the work of a non-government organisation (NGO), philanthropist, community group or religious group and how and why they contribute to the Australian community
- investigating why a particular group advocates for change (for example, in relation to gender equity)
- C&C 9: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080)
- analysing how media represent different groups in Australian society and assessing the impact those representations have on community cohesiveness
- investigating a human rights campaign that uses social media and how members of the public have engaged in the issue
- C&C 9: How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081)
- examining stories of how Australian citizens’ perspectives on their role in the global community have been influenced by their experiences of living and working in other countries
- examining forms of global connectedness such as digital technology, arts, trade, language learning, employment, travel and immigration
- debating the concepts of ‘global identity’ and ‘global citizenship’ and their implications for Australian citizens
- C&C 9: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS087)
- developing a plan of action using digital technologies that incorporates democratic decision-making processes
- C&C 10: How Australia’s international legal obligations shape Australian law and government policies, including in relation to Aboriginal and Torres Strait Islander Peoples (ACHCK093)
- researching the International Convention on the Elimination of All Forms of Racial Discrimination, Convention on the Rights of the Child, and the Declaration on the Rights of Indigenous Peoples
- C&C 10: The challenges to and ways of sustaining a resilient democracy and cohesive society (ACHCK094)
- investigating processes by which individuals and groups resolve differences in Australian communities (for example, negotiation, mediation and reconciliation)
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- developing an evidence-based argument that includes a rebuttal of an alternative point of view (for example, about Australia’s commitment to its international legal obligations)
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
Evaluate procedures and outcomes
Level 2: evaluate whether they have accomplished what they set out to achieve
Content descriptions
- D&T F-2: Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)
Elaborations only
- Maths 1: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
- justifying that some events are certain or impossible
- HASS 2: Pose questions about past and present objects, people, places and events (ACHASSI034)
- developing how, when, where, why questions at the start of and during an investigation and then revisiting the questions to check if they have been answered
- HASS 2: The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)
- using the internet, newspapers, community information guides and local knowledge to identify and list the people and places promoted as being of historic interest in the local community
Level 3: explain and justify ideas and outcomes
Content descriptions
- English 3: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
- Maths 4: Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
- Science 3: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
- Science 3: Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
- discussing how well predictions matched results from an investigation and sharing ideas about what was learnt
- Science 4: With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
- Science 4: Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
- discussing how well predictions matched results from an investigation and proposing reasons for findings
- comparing, in small groups, proposed reasons for findings and explaining their reasoning
- D&T 3-4: Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
(ACTDEP017)
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
Elaborations only
- Maths 3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
- justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations
- HASS 3: Pose questions to investigate people, events, places and issues (ACHASSI052)
- posing evaluation questions (for example, ‘Is the process fair?’, ‘Could the process have been managed better?’)
- HASS 3: Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
- arguing a point of view on a civics and citizenship issue relevant to their lives (for example, the consequences of breaking school rules, the value of contributing in their community, the need to preserve an endangered species) and making effective use of persuasive language such as ‘I think’ and ‘I dis/agree that’ to gain the support of others
- HASS 4: Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions (ACHASSI081)
- reflecting on learning with the assistance of tools such as a KWL chart (what they know, what they want to know and what they have learned) when evaluating responses to an issue
- HASS 4: Interact with others with respect to share points of view (ACHASSI080)
- participating in role-plays and simple debates which allow for equal presentation of viewpoints
- D&T 3-4: Investigate how forces and the properties of materials affect the behaviour of a product or system
(ACTDEK011)
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- D&T 3-4: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- exploring ways of joining, connecting and assembling components that ensure success
- D&T 3-4: Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- managing time and resource allocation throughout production, for example materials, tools, equipment and people
- D&T 3-4: Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
- DT 3-4: Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
Level 4: evaluate the effectiveness of ideas, products, performances, methods and courses of action against given criteria
Content descriptions
- English 5: Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
- using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources
- English 6: Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
- English 6: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
- English 6: Analyse strategies authors use to influence readers (ACELY1801)
- Maths 5: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
- Science 5: Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect
- Science 5: Reflect on and suggest improvements to scientific investigations (ACSIS091)
- Science 6: Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- sharing ideas as to whether observations match predictions, and discussing possible reasons for predictions being incorrect
- Science 6: Reflect on and suggest improvements to scientific investigations (ACSIS108)
- HASS 5: Evaluate evidence to draw conclusions (ACHASSI101)
- forecasting probable futures for an issue (for example, how native fauna populations might change if n introduced species such as the cane toad, carp, feral cats or rabbits continues to increase in population) and proposing preferred futures that relate to the issue
- HASS 6: Evaluate evidence to draw conclusions (ACHASSI129)
- proposing reasons why socially sustainable practices such as negotiation, arbitration and Reconciliation and cultural mediation resolve issues peacefully
- D&T 5-6: Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
- evaluating the functional properties of a specific-purpose household system, for example a security system
- evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
Elaborations only
- English 5: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
(ACELY1704)
- using research from print and digital resources to gather and organise information for writing
- Maths 6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
- applying a range of strategies to solve realistic problems and commenting on the efficiency of different strategies
- HASS 5: The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
- investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it
- HASS 5: The difference between needs and wants and why choices need to be made about how limited resources are used (ACHASSK119)
- debating whether one person’s need is another person’s need or want
- explaining the concept of scarcity (that is, needs and unlimited wants compared to limited resources) and why individuals cannot have all the items they want and therefore must make a choice
- HASS 6: Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)
- applying economics and business knowledge and skills to everyday problems to identify advantages and disadvantages of a proposed response to the issue
- determining a preferred option for action by identifying the advantages and disadvantages of different proposals, surveying people’s views and opinions, analysing the data, and debating and voting on alternatives
- HASS 6: Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
- identfying intercultural experiences and how this may affect future cultural interactions
- Drama 5-6: Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
- comparing different ways improvisation and scripted drama create characters and action, and evaluating drama from other cultures and considering how they can use specific techniques in their own work
- Visual 5-6: Plan the display of artworks to enhance their meaning for an audience
(ACAVAM116)
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- Visual 5-6: Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
- making discerning judgements about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- Visual 5-6: Develop and apply techniques and processes when making their artworks (ACAVAM115)
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- D&T 5-6: Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)
- evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
- D&T 5-6: Investigate how electrical energy can control movement, sound or light in a designed product or system
(ACTDEK020)
- deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
- D&T 5-6: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
- evaluating the suitability of materials, tools and equipment for specific purposes
- evaluating products, services and environments from a range of technologies contexts with consideration of ethics and sustainability
- HPE 5-6: Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges
(ACPMP068)
- recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
Level 5: explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
Content descriptions
- English 7: Analyse and explain the effect of technological innovations on texts, particularly media texts (ACELY1765)
- English 7: Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an argument or the lyrical power of a poetic rendition (ACELY1719)
- English 8: Recognise, explain and analyse the ways literary texts draw on readers’ knowledge of other texts and enable new understanding and appreciation of aesthetic qualities (ACELT1629)
- English 8: Identify and evaluate devices that create tone, for example humour, wordplay, innuendo and parody in poetry, humorous prose, drama or visual texts (ACELT1630)
- English 8: Analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
- identifying and explaining how mobile technologies are influencing language uses and structures
- English 8: Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text
(ACELY1732)
- evaluating an author’s use of particular textual structures and language features in achieving the representation of a point of view
- English 8: Use comprehension strategies to interpret and evaluate texts by reflecting on the validity of content and the credibility of sources, including finding evidence in the text for the author’s point of view
(ACELY1734)
- determining and applying criteria for evaluating the credibility of a website
- English 8: Explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
- Science 7: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS131)
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- identifying and considering indicators of the quality of the data when analysing results
- suggesting improvements to inquiry methods based on experience
- Science 7: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS132)
- using the evidence provided by scientific investigations to evaluate the claims or conclusions of their peers
- Science 8: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements (ACSIS146)
- suggesting improvements to investigation methods that would improve the accuracy of the data recorded
- discussing investigation methods with others to share ideas about the quality of the inquiry process
- Science 8: Use scientific knowledge and findings from investigations to evaluate claims based on evidence
(ACSIS234)
- identifying the scientific evidence available to evaluate claims
- HASS 7: Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
- HASS 7: Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
- designing and proposing actions to respond to challenges (for example, actions related to environmental and economic sustainability such as ensuring a sustainable supply of water) after considering the possible outcomes
- identifying where there is a common understanding in a discussion and using points of agreement as a basis for resolving a conflict or differences, recognising their own emotional reactions when interacting with people who are different from themselves or who disagree with their views
- identifying examples of negotiation and peaceful dispute resolution (for example, arbitration, Reconciliation) used in the wider community to problem-solve
- identifying the costs and benefits associated with alternatives (for example, the costs and benefits of being an employee compared with those of being a business owner)
- HASS 7: The methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains
(ACHASSK169)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- D&T 7-8: Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
- examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
- evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
- DT 7-8: Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
- acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
- DT 7-8: Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)
- judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability
- evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
- HPE 7-8: Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
- accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
- evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
- HPE 7-8: Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
- HPE 7-8: Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
- Hist 7: Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030)
- evaluating various methods for investigating the ancient past (for example, stratigraphy to date discoveries; DNA testing to identify past individuals from their remains (such as Egyptian mummies) as well as common diseases)
- Geo 7: Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049)
- Geo 8: Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS057)
- E&B 7: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
- E&B 8: Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
Elaborations only
- English 8: Understand how rhetorical devices are used to persuade and how different layers of meaning are developed through the use of metaphor, irony and parody (ACELA1542)
- identifying and evaluating examples of how rhetorical devices reveal the dark or serious aspects of a topic in ways that cause laughter or amusement, for example by making a statement but implying/meaning the opposite (irony); exaggerating or overstating something (hyperbole); imitating or sending up something (parody), and making something appear less serious than it really is (understatement)
- English 8: Analyse and examine how effective authors control and use a variety of clause structures, including clauses embedded within the structure of a noun group/phrase or clause
(ACELA1545)
- evaluating how speechmakers influence audiences though specific language features such as the use of embedded clauses to add information
- English 8: Share, reflect on, clarify and evaluate opinions and arguments about aspects of literary texts (ACELT1627)
- discussing the relative merits of literary texts and comparing and evaluating personal viewpoints on texts
- Science 8: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144)
- explaining the strengths and limitations of representations such as physical models, diagrams and simulations in terms of the attributes of systems included or not included
- HASS 7: The significant beliefs, values and practices of ancient Greece, Egypt or Rome, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACHASSK174)
- *Comprehending texts through listening, reading and viewing
Interpret and analyse learning area texts*
- Dance 7-8: Rehearse and perform focusing on expressive skills appropriate to style and/or choreographic intent (ACADAM017)
- using evaluation and rehearsal strategies to enhance confidence, clarity of movement, projection, focus and musicality in performance
- Media 7-8: Develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
- analysing and evaluating the structural choices made in their media artworks by documenting their process in records such as journals, blogs, and video or audio recording
- Media 7-8: Present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
- justifying their choices for distribution of media artworks for a particular audience
- Music 7-8: Experiment with texture and timbre in sound sources using aural skills
(ACAMUM092)
- using aural skills to evaluate and improve interpretation of music they read and perform
- Music 7-8: Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music (ACAMUR097)
- accessing and researching music through real or virtual performances to analyse performers’ interpretations of composers’ intentions
- Visual 7-8: Practise techniques and processes to enhance representation of ideas in their art-making (ACAVAM121)
- reflecting, adjusting, modifying and evaluating their own artwork through consistent critical assessment, and refining intentions and viewpoints when making, responding to and displaying artworks
- D&T 7-8: Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)
- calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
- D&T 7-8: Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
- evaluating products and services for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
- evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders
- D&T 7-8: Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
- developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
- D&T 7-8: Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
- evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
- D&T 7-8: Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)
- organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
- DT 7-8: Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
- identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
- presenting and comparing alternative designs to a solution for a problem, for example presenting alternative design mock-ups to the class
- applying the principles and elements of design to a series of solutions to evaluate the success of each solution to hold the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity
- HPE 7-8: Investigate and select strategies to promote health, safety and wellbeing
(ACPPS073)
- researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
- HPE 7-8: Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
- designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
- HPE 7-8: Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
- creating, performing and appraising movement sequences that demonstrate variations in flow and levels
- Hist 8: Theories about the decline of the Shogunate, including modernisation and westernisation, through the adoption of Western arms and technology (ACDSEH065)
- evaluating the significance of the Meiji Restoration of 1868 AD (CE) that restored imperial rule to Japan
- Hist 8: The way Polynesian societies used environmental resources (sustainably and unsustainably), including the extinction of the moa in New Zealand, the use of religious/supernatural threats to conserve resources, and the exploitation of Easter Island’s palm trees (ACDSEH068)
- evaluating the evidence for theories about the deforestation of Easter Island (Rapa Nui)
- Geo 7: Factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043)
- comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability
- Geo 7: The influence of accessibility to services and facilities on the liveability of places (ACHGK044)
- comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe
- Geo 7: Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)
- researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality
- discussing the impact of housing density on the liveability of places
- C&C 7: Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056)
- analysing how information can be used selectively to persuade citizens (for example, in a debate about a suggested constitutional change)
- evaluating data from a survey to draw conclusions about a current event or issue
- C&C 8: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS072)
- working in groups to evaluate the options before deciding on any course of action (for example, to influence change relating to a current event or issue)
- E&B 8: Develop questions about an economic or business issue or event, and plan and conduct an investigation or project (ACHES032)
- devising the steps needed for an investigation and modifying as required
Level 6: evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have identified
Content descriptions
- English 9: Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor (ACELA1552)
- English 9: Explain how authors creatively use the structures of sentences and clauses for particular effects (ACELA1557)
- English 9: Analyse texts from familiar and unfamiliar contexts, and discuss and evaluate their content and the appeal of an individual author’s literary style (ACELT1636)
- comparing texts created by the same author to determine literary style, assessing its appeal and presenting this comparison to others
- examining how different authors make use of devices like myth, icons and imagery and evaluating the effect of these choices on audiences
- English 9: Analyse text structures and language features of literary texts, and make relevant comparisons with other texts (ACELT1772)
- English 9: Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways (ACELY1740)
- English 9: Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
- English 9: Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts (ACELY1745)
- English 10: Analyse and evaluate the effectiveness of a wide range of sentence and clause structures as authors design and craft texts (ACELA1569)
- English 10: Analyse how higher order concepts are developed in complex texts through language features including nominalisation, clause combinations, technicality and abstraction (ACELA1570)
- English 10: Evaluate the impact on audiences of different choices in the representation of still and moving images (ACELA1572)
- English 10: Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts (ACELT1639)
- English 10: Analyse and explain how text structures, language features and visual features of texts and the context in which texts are experienced may influence audience response (ACELT1641)
- English 10: Evaluate the social, moral and ethical positions represented in texts (ACELT1812)
- English 10: Compare and evaluate how ‘voice’ as a literary device can be used in a range of different types of texts such as poetry to evoke particular emotional responses (ACELT1643)
- English 10: Analyse and evaluate text structures and language features of literary texts and make relevant thematic and intertextual connections with other texts (ACELT1774)
- English 10: Create literary texts that reflect an emerging sense of personal style and evaluate the effectiveness of these texts (ACELT1814)
- reflect on the authors who have influenced students’ own aesthetic style and evaluate their impact
- English 10: Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
- English 10: Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)
- English 10: Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)
- reflecting on, critiquing and refining students’ own texts prior to publishing for an authentic audience, such as uploading a movie to a website, contributing to an anthology, writing texts appropriate for the workplace, or delivering a presentation
- Science 9: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)
- Science 9: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- Science 10: Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)
- Science 10: Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- judging the validity of science-related media reports and how these reports might be interpreted by the public
- Dance 9-10: Evaluate their own choreography and performance, and that of others to inform and refine future work (ACADAR025)
- developing criteria to use when evaluating the quality of their own and others’ choreography and performance
- Drama 9-10: Evaluate how the elements of drama, forms and performance styles in devised and scripted drama convey meaning and aesthetic effect (ACADRR052)
- evaluating how the features and conventions of forms and styles create dramatic meaning and theatrical effect
- evaluating how ideas and emotions shape the expressive qualities and staging of forms and styles in their own and others’ drama
- Media 9-10: Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)
- Music 9-10: Evaluate a range of music and compositions to inform and refine their own compositions and performances (ACAMUR104)
- evaluating the use of the elements of music when listening to and interpreting music
- Visual 9-10: Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
- Visual 9-10: Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
- D&T 9-10: Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
- evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
- critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product
- D&T 9-10: Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)
- critiquing the design of new products to identify how well design ideas respond to sustainability issues
- critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
- examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
- identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
- D&T 9-10: Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)
- D&T 9-10: Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)
- establishing specific criteria for success for evaluating designed solutions
- evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
- evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
- evaluating projects for their long-term application, functionality and impact
- reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
- DT 9-10: Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)
- DT 9-10: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
(ACTDIP042)
- examining the ICT policy for schooling and evaluating the impact on education
- reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
- reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include:
- HPE 9-10: Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
- HPE 9-10: Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
- HPE 9-10: Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
- evaluating situations where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships
- HPE 9-10: Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
- evaluating strategies and actions to increase personal safety and planning to promote these in the school and community
- HPE 9-10: Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
- creating and evaluating proposals to promote the use of natural settings within the local community for physical activity
- designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community
- designing and adopting actions which promote healthy, active and sustainable lifestyles
- HPE 9-10: Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
- investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility
- investigating the role that extended family, kinship structures and broader community play in the lives of Aboriginal and Torres Strait Islander Peoples
- HPE 9-10: Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
- using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
- developing and implementing appropriate movement concepts and strategies for selected movement scenarios
- reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
- HPE 9-10: Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
- justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
- Hist 9: Evaluate and enhance these questions (ACHHS167)
- Hist 9: Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)
- Hist 9: Identify and analyse the perspectives of people from the past (ACHHS172)
- analysing the accounts of poets such as William Blake (‘dark Satanic mills’) and novelists such as Charles Dickens (
- Hist 9: Identify and analyse different historical interpretations (including their own) (ACHHS173)
- examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical interpretations
- Hist 10: Evaluate and enhance these questions (ACHHS185)
- changing a key question or related questions in an inquiry depending on the suitability of the sources available
- Hist 10: Evaluate the reliability and usefulness of primary and secondary sources
(ACHHS189)
- discussing the reliability and usefulness of Martin Luther King’s 1963 ‘I Have A Dream’ speech as a source to assist in understanding the aims and motivations of the US Civil Rights movement
- Hist 10: Identify and analyse the perspectives of people from the past (ACHHS190)
- analysing the views of men and women at different times regarding gender equality in Australia and explaining how these views might reflect changing values and attitudes
- Hist 10: Identify and analyse different historical interpretations (including their own) (ACHHS191)
- examining different accounts of the first 1957 rock’n’roll tours of Australia and identifying the different perspectives based on age
- Geo 9: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS065)
- Geo 9: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS067)
- Geo 9: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS068)
- testing conclusions by considering alternative points of view about an area of inquiry and providing a response using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 9: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS071)
- Geo 10: The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- Geo 10: Reasons for spatial variations between countries in selected indicators of human wellbeing (ACHGK077)
- Geo 10: Issues affecting development of places and their impact on human wellbeing, drawing on a study from a developing country or region in Africa, South America or the Pacific Islands (ACHGK078)
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing on a regional scale within India or another country of the Asia region (ACHGK079)
- Geo 10: Reasons for, and consequences of, spatial variations in human wellbeing in Australia at the local scale (ACHGK080)
- Geo 10: Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS074)
- Geo 10: Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
- Geo 10: Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
- synthesising information from several sources through using as organisers at least two of the concepts of place, space, environment, interconnection, sustainability, scale and change
- Geo 10: Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
- reflecting on the role of personal values and attitudes in influencing their responses to situations including goals (for example, environmental protection)
- C&C 9: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS082)
- posing questions which evaluate Australia’s democracy such as ‘how equal?’, ‘how representative?’ and ‘how accountable?’
- C&C 9: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS084)
- C&C 9: Account for different interpretations and points of view (ACHCS085)
- taking on roles for a discussion to explore various points of view about a contemporary political or social issue
- C&C 10: Develop, select and evaluate a range of questions to investigate Australia’s political and legal systems (ACHCS095)
- developing and evaluating a set of questions that provide a comprehensive framework for research (for example, in relation to how systems of government might differ and how democratic they are)
- C&C 10: Critically evaluate information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS097)
- developing and using criteria to evaluate the suitability of data in an investigation about Australia’s international involvements
- critically analysing published material relevant to civics and citizenship topics and issues to assess reliability and purpose (for example, NGO fundraising material or a government information campaign)
- C&C 10: Account for different interpretations and points of view (ACHCS098)
- E&B 9: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
- evaluating the costs and benefits of a range of alternatives such as strategies for a business seeking to remain competitive in the global market
- using a range of criteria (social, economic, environmental) to select and justify a preferred option
- E&B 10: Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
Elaborations only
- English 9: Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes (ACELA1556)
- investigating instances of colons and semicolons in expository texts and discuss their uses in elaborating on and clarifying ideas in complex sentences
- Maths 9: Sketch linear graphs using the coordinates of two points and solve linear equations (ACMNA215)
- determining linear rules from suitable diagrams, tables of values and graphs and describing them using both words and algebra
- Maths 10: Use the language of ‘if ….then, ‘given’, ‘of’, ‘knowing that’ to investigate conditional statements and identify common mistakes in interpreting such language (ACMSP247)
- using arrays and tree diagrams to determine probabilities
- Drama 9-10: Analyse a range of drama from contemporary and past times to explore differing viewpoints and enrich their drama making, starting with drama from Australia and including drama of Aboriginal and Torres Strait Islander Peoples, and consider drama in international contexts (ACADRR053)
- evaluating conventions from past forms and styles to consider incorporating into their own drama and contemporary practice
- Drama 9-10: Perform devised and scripted drama making deliberate artistic choices and shaping design elements to unify dramatic meaning for an audience
(ACADRM051)
- exploring the impact of design elements and technology on dramatic meaning by using costumes, props, sound, multimedia and lighting, and considering impact of drama they view and evaluating options for their own work
- Media 9-10: Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)
- utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
- Music 9-10: Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105)
- evaluating and comparing stylistic interpretations of a range of music to develop aesthetic awareness
- comparing and evaluating audience responses and performer roles across a broad range of formal, informal, virtual and interactive settings
- evaluating their own and others’ music, and applying feedback to refine and improve performances and compositions
- Music 9-10: Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill (ACAMUM101)
- recording and evaluating performances using digital technologies, for example, listening to a recording of their own performances and identifying areas for improvement
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)
- critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
- D&T 9-10: Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre
(ACTDEK044)
- comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
- D&T 9-10: Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating
(ACTDEK045)
- conducting sensory assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of milks, comparing freshly squeezed juice to commercial juices
- preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign
- D&T 9-10: Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- critiquing the design of an existing product to identify environmental consequences of material selection
- justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- D&T 9-10: Investigate and make judgements, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)
- examining factors influencing the design of a product that has an explicit environmental emphasis, for example the low-flush toilet
- critiquing product manufacturing processes in relation to society, ethics, and sustainability factors, for example a mechanised entertainment system; an interactive multimedia product to teach a concept to a student in a country in Asia
- critiquing the social nature of services, for example a signage system to manage students and community members during a school function (signs may include words, pictures and/or braille); organisational system for an aged-care facility
- critiquing environments in relation to preferred futures in relation to society, ethics and sustainability practices, for example the refurbishment of a local playground; the re-design of a local wetland
- D&T 9-10: Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)
- undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
- communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
- D&T 9-10: Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)
- establishing materials and equipment needs using digital technologies such as spreadsheets
- DT 9-10: Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)
- testing a range of text and graphical user interface designs with clients who have different needs on the basis of time taken to complete the task and the number of errors made
- DT 9-10: Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics
(ACTDIP039)
- identifying similar digital systems and existing user interfaces, assessing whether their elements can be reused
- evaluating aspects of the total user experience, that is, all aspects of the system as perceived by the users, for example, a user’s initial experience of setting up and using a system, or a user’s emotional or cultural response to using a digital system
- applying the principles and elements of design to a client’s requirements and evaluating the success of a solution through an iterative feedback process, for example using customer feedback to refine a user interface to more effectively provide access to important features
- DT 9-10: Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)
- using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
- HPE 9-10: Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
- evaluating the influence of personal, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing
- HPE 9-10: Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
- creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community
- preparing, delivering and critiquing a class presentation to the community, for example a presentation to parents on tips for serving and eating food that has been prepared sustainably
- HPE 9-10: Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
- creating a group performance that demonstrates synchronous and individual movements
- HPE 9-10: Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
- evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
- creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
- identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
- HPE 9-10: Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
- providing constructive feedback on their own and others’ performance by using movement-analysis software to break down a skill or sequence
- Hist 9: The short and long-term impacts of the movement of peoples during this period (ACDSEH085)
- evaluating the effects of the movement of peoples on the indigenous and immigrant populations
- Hist 9: Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)
- creating a travel brochure (incorporating written text and graphics) to advertise the achievements and opportunities available to an immigrant to nineteenth-century Brisbane
- Hist 10: The significance of World War II to Australia’s international relationships in the twentieth century, with particular reference to the United Nations, Britain, the USA and Asia
(ACDSEH110)
- evaluating the impact of World War II on the emergence of the United States as a major world power and on Australia’s alliance with the US (for example, the threat of Japan)
- Hist 10: Responses of governments, including the Australian Government, and international organisations to environmental threats since the 1960s, including deforestation and climate change (ACDSEH128)
- evaluating the effectiveness of international protocols and treaties such as Kyoto (1997), the United Nations Framework Convention on Climate Change (since 1992) and the Washington Declaration (2007)
- Hist 10: Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS192)
- explaining the significance of the fall of Singapore (1942) in the changes in Australia’s military alliances and use of troops during World War II, using a range of sources (for example, accounts of prisoners of war, commanders such as General Gordon Bennett, politicians such as Prime Minister John Curtin, and Japanese and British sources)
- Geo 9: The effects of the production and consumption of goods on places and environments throughout the world and including a country from North-East Asia (ACHGK068)
- evaluating the effects of international demand for food products on biodiversity throughout the world, in the places of their production
- Geo 10: Human-induced environmental changes that challenge sustainability
(ACHGK070)
- evaluating the concept of ecosystem services and the importance of these services for sustainability of biodiversity
- Geo 10: Different ways of measuring and mapping human wellbeing and development, and how these can be applied to measure differences between places (ACHGK076)
- identifying and evaluating different ways of measuring wellbeing (for example, per capita income or the UN Human Development Index), and applying them to investigate spatial variations in human wellbeing and comparing the results from different measures
- C&C 9: How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
- examining a range of strategies used to persuade citizens’ electoral choices such as public debate, media, opinion polls, advertising, interest groups and political party campaigns
- C&C 9: Identify, gather and sort information and ideas from a range of sources and reference as appropriate (ACHCS083)
- developing categories for sorting information from surveys about people’s views on political or legal issues
- C&C 10: Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for that action (ACHCS100)
- using democratic processes to decide on criteria that can be used to evaluate plans for action to addresses a civics and citizenship issue
- C&C 10: The role of the High Court, including in interpreting the Constitution
(ACHCK092)
- examining the jurisdiction of the High Court
- exploring an example of a High Court judgement in interpreting and applying Australian law, such as the Mabo decision or the construction of the Hindmarsh Island Bridge
- E&B 9: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES043)
- devising the steps needed for an investigation and modifying the questions and the plan to respond to changing circumstances
- E&B 9: Gather relevant and reliable data and information from a range of digital, online and print sources (ACHES044)
- using strategies to determine the reliability of information collected (for example, taking into account the author, purpose, audience, medium)
- E&B 10: Develop questions and hypotheses about an economic or business issue or event, and plan and conduct an investigation (ACHES055)
- devising the steps needed for an investigation, and evaluating and modifying the plan or adjusting the research focus as appropriate
- E&B 10: Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
- evaluating different types of loans to estimate the short- and long-term financial implications of each
- E&B 10: Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
- evaluating the outcomes of buying (for example, a car, using criteria such as the effect of loan repayments on disposable income, depreciation, maintenance and insurance costs compared with the benefits of independence, convenience and social status)