Level 5

By the end of Level 6, students explore how the elements of drama and drama terminology are used in creating and presenting drama works. They describe how drama is created and presented across different cultures and contexts to communicate ideas, perspectives and meaning. Students identify how drama is used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples. They document their ideas and understanding of how the elements of drama are used to create drama works using drama terminology. Students work collaboratively and individually to create drama using the elements of drama, expressive and...

By the end of Level 6, students explain how media languages and media technologies are used in media arts works they construct and experience. They describe how media arts works are created across cultures, times, places and other contexts to communicate ideas, perspectives and meaning. They identify how media arts are used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples.

Students develop ideas in media arts works using media languages and production processes. They select and use media languages, media technologies and production processes to construct representations in media arts works for specific...

By the end of Level 6, students demonstrate how elements of music contribute to music they compose, perform and experience. They recall how music composed and/or performed across cultures, times, places and other contexts communicates ideas, perspectives and meaning. They identify how music is used to continue and revitalise cultures, including in the works of Aboriginal and Torres Strait Islander Peoples.

Students demonstrate listening and aural skills when listening, composing and performing. They select and use elements of music and compositional devices to compose music that communicates ideas, and when practising music for a performance, and documenting and/or recording the...

By the end of Level 6, students explore the ways that visual conventions, visual arts processes and materials are combined in artworks they create and/or experience. They describe how artworks created across cultures, times, places and other contexts communicate ideas, perspectives and meaning. They identify how visual arts are used to continue and revitalise cultures, including the work of Aboriginal and Torres Strait Islander Peoples.

Students develop ideas in artworks using visual conventions and visual arts processes. They select and use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and meaning. They present and/or...

By the end of Level 6, students explain how different contextual factors influence identities. They propose strategies to manage developmental changes and transitions. They explain how stereotypes influence roles and responsibilities. Students propose and apply strategies to demonstrate respect, empathy and inclusion to positively influence relationships. They propose strategies to manage emotions and analyse the influence of these strategies on relationships. They explain how communication skills, protective behaviours and help-seeking strategies can help keep themselves and others safe online and offline. Students analyse health information to refine strategies that can enhance their own and others’ health, safety, relationships and...

By the end of Level 6, students explain the values and features of Australia’s democratic institutions and systems, including the 3 levels of government and electoral systems. They explain the roles and responsibilities of key institutions, including how legislation is made and law enforcement. Students explain the different meanings of citizenship and the roles and responsibilities associated with different kinds of citizenship.

Students develop questions to investigate civics and citizenship issues, using different sources. Students explain the values and features of democratic institutions and processes through contemporary issues. They explain reasons to participate in democratic processes and deliberate on issues...

By the end of Level 6, students classify economic resources and describe how economic scarcity necessitates economic decision-making. They explain both entrepreneurship and the importance of work to individuals and the community. Students explain the different factors that influence consumer choice and outline strategies for informed personal economic decision-making. Students explain what taxation is and the reasons why governments levy taxation. They explain and are able to access services offered by financial institutions, and discuss the importance of keeping money safe and spending it wisely.

Students develop questions to investigate economics and business issues and systems, and they accurately locate,...

By the end of Level 6, students explain the influence of people on the characteristics of places, how they change and their sustainable management. They identify the major geographical divisions of the world and explain the geographical diversity of places and the impacts of interconnections between Australia and other countries. Students explain bushfires and other climate hazards and consider how their impacts can be reduced. They analyse some of the major economic, demographic and social differences between countries around the world.

Students develop questions, and locate, collect and organise information and data from a range of primary and secondary sources....

By the end of Level 6, students explain the causes and consequences of the establishment of British colonies in Australia during the 1800s and the contribution of significant individuals, events and ideas to continuity and change to Australian politics and society, including Federation and migration between 1900 and 2000.

Students develop and ask questions to assist their investigation into continuity and change in Australian history between 1800 and 2000. They organise events, developments and the lives of individuals in chronological order and use that information to create a narrative. Students identify the features, content and context of primary and secondary...

By the end of Level 6, students initiate and use strategies to maintain interactions in Chinese that are related to their immediate environment. They use appropriate pronunciation, intonation, tone, stress and phrasing in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their responses to context, purpose and audience.

Students use modelled structures when creating and responding in Chinese. They create texts, selecting and using a variety of vocabulary and sentence structures...

By the end of Level 6, students initiate and use strategies to maintain interactions in French that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in French or English, adjusting their responses to context, purpose and audience.

Students use modelled structures when creating and responding in French. They create texts, selecting and using a variety of vocabulary and sentence structures to...

By the end of Level 6, students initiate and use strategies to maintain interactions in German that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in German or English, adjusting their responses to context, purpose and audience.

Students use modelled structures when creating and responding in German. They create texts, selecting and using a variety of vocabulary and sentence structures...

By the end of Level 6, students initiate and use strategies to maintain interactions in Indonesian that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Indonesian or English, adjusting their responses to context, purpose and audience. 

Students use modelled structures when creating and responding in Indonesian. They create texts, selecting and using a variety of vocabulary and sentence structures...

By the end of Level 6, students initiate and use strategies to maintain interactions in Italian that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Italian or English, adjusting their responses to context, purpose and audience.

Students use modelled structures when creating and responding in Italian. They create texts, selecting and using a variety of vocabulary and sentence structures to...

By the end of Level 6, students initiate and use strategies to maintain interactions in Japanese that are related to their immediate environment. They use appropriate combinations of sounds, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Japanese or English, adjusting their responses to context, purpose and audience.

Students use modelled structures when creating and responding in Japanese. They create texts, selecting and using a variety of vocabulary and sentence structures...

By the end of Level 6, students initiate and use strategies to maintain interactions in Korean that are related to their immediate environment. They use appropriate sound combinations, stress, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Korean or English, adjusting their responses to context, purpose and audience. 

Students use modelled structures when creating and responding in Korean. They create texts, selecting and using a variety of vocabulary and sentence structures...

By the end of Level 6, students initiate and use strategies to maintain interactions in Greek that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Greek or English, adjusting their response to context, purpose and audience. 

Students use modelled structures when creating and responding in Greek. They create texts, selecting and using a variety of vocabulary and sentence...

By the end of Level 6, students initiate and use strategies to maintain interactions in Spanish that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Spanish or English, adjusting their responses to context, purpose and audience. 

Students use modelled structures when creating and responding in Spanish. They create texts, selecting and using a variety of vocabulary and sentence structures to...

By the end of Level 6, students describe examples of advances in science achieved by scientists who work individually and in teams, building on the work of others. They discuss examples that illustrate how individuals and communities use scientific knowledge, skills and data to inform their actions and make decisions.

Students explain how natural and human-induced changes in the physical conditions of a habitat affect the survival of organisms. They provide examples of how organisms have changed over time and explain how the structural features and behaviours of organisms enable them to survive. They relate the movement and arrangement of...

By the end of Level 6, students explain how people address ethical considerations when designing products, services and environments to meet the needs or opportunities of communities. For each of the 4 Technologies Contexts sub-strands, they explain how the features of technologies impact on design decisions, and work collaboratively and in teams to create designed solutions to address identified needs or opportunities. Students work collaboratively to negotiate and develop design criteria that include worldviews or sustainability considerations. They select and explain design ideas, and communicate these design ideas to an audience using technical terms and graphical representation techniques. Students develop...

By the end of Level 6, students securely access and use multiple digital systems and accounts, and describe their components. They describe how data is transmitted within networks.

Students describe how digital systems represent data. They acquire and manipulate data using spreadsheets. Students interpret and visualise data using spreadsheets. They select and use appropriate digital tools to create, locate and communicate content, applying common conventions. Students use digital tools to plan tasks, share content online and collaborate on projects, following agreed behaviours. They identify their digital footprint, recognise its permanence and consider privacy when collecting data.

Students define problems with...

By the end of Level 6, students identify, construct and use questions to focus or expand their thinking. They explain and use a range of strategies to generate and evaluate new ideas and possibilities, reflecting on the importance of setting aside preconceptions.

Students identify an argument that uses sub-arguments that lead to a main conclusion. They structure and communicate an argument that uses sub-arguments that lead to a main conclusion. They use criteria and consider competing values and the strength of evidence when supporting, analysing and evaluating reasoning. They identify and describe simple reasoning errors and improve the reasoning...

By the end of Level 6, students explain the meaning and ethical significance of a range of ethical concepts in different contexts. They explain influences on ethical perspectives and connections between various influences.

Students identify and describe an ethical issue and explain the ethical perspectives involved. They identify and describe a range of actions in response to an ethical issue and describe the consequences, with reference to ethical concepts. Students explain the decision-making used to select one or more actions, with reference to an ethical framework and ethical concepts. They explain ethical perspectives on decisions made.

By the end of Level 6, students explain cultural influences on identity and explain how attitudes, beliefs and behaviours can influence intercultural experiences positively and negatively.

They explain barriers to and enablers of critical and respectful engagement among culturally and worldview diverse individuals and groups, considering the role of community and government initiatives and intercultural experiences.

By the end of Level 6, students explain the effect that different personal and social contexts have on emotional responses and behaviours.

They explain a range of ways to support themselves and others in personal and social contexts; select strategies and justify their decisions, taking into consideration cause and effect in relation to situations, emotions, behaviours, attitudes and actions as appropriate; and reflect on the results.

Students explain how respectful relationships can be achieved, maintained and rebuilt, demonstrating sensitivity to individual, social and cultural differences.

They explain and reflect on their own and others’ performance in teams.