Level 4 (Years 5 and 6)

Physical, Personal and Social Learning		Discipline-based Learning		Interdisciplinary Learning
Health and Physical Education		The Arts		Communication
Interpersonal Development		English		Design, Creativity and Technology
Personal Learning		Economics		ICT
Civics and Citizenship		Geography		Thinking Processes
		History
		LOTE
		Mathematics
		Science

Physical, Personal and Social Learning				Discipline-based Learning				Interdisciplinary Learning
	Standards	Learning focus			Standards	Learning focus			Standards	Learning focus
Health and Physical Education				The Arts				Communication
Interpersonal Development				English				Design, Creativity and Technology
Personal Learning				Humanities - Economics				ICT
Civics and Citizenship				Humanities - Geography				Thinking Processes
				Humanities - History
				LOTE
				Mathematics
				Science

Learning focus

As students work towards the achievement of Level 4 standards in the Arts, they investigate a range of traditional and contemporary arts forms, styles, media, materials, equipment and technologies in the arts disciplines of Dance, Drama, Media, Music and Visual Arts – Art (two-dimensional and three-dimensional) individually and in combination. They learn about ways to design, improvise, represent, interpret, make and present arts works that communicate feelings and their interests and understanding of themselves, their relationships and other people. For example:

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

They experiment with imaginative and innovative ways of generating ideas and manipulating arts elements, principles and/or conventions to explore the potential of ideas, gaining inspiration from a broad range of sources, including arts works from different cultures, styles and historical contexts. For example:

• in Art, students view and discuss examples of portraits by artists from different cultural contexts, then using mixed media, they create a work using techniques from a culture that is not their own
• in Music, students listen to and discuss the mood created in selected advertisement jingles or sound tracks for a cartoon or a theme for a movie character, then using a variety of sound sources and a range of sounds they create two arrangements of group-devised music to convey two different moods.

Students research, improvise, practise and rehearse skills, techniques and processes, using a range of media, materials, equipment and technologies. With some guidance, they maintain a record of their planning and development (for example, in a visual diary or multimedia journal) noting when they are achieving their aim. They also record the refining of specific aspects of the work when ideas or attempts are not realising their intended purpose. Students learn to evaluate their own and other people’s arts works showing some understanding of selected arts forms and their particular techniques and processes as well as an emerging understanding of the qualities of arts elements, principles and/or conventions. They independently and collaboratively explore and experiment with different ways of presenting arts works and consider appropriateness of presentation for intended audience. Through exploring and responding, students begin to develop a vocabulary of appropriate arts language they can use to describe and discuss the content and structural qualities of their own and other people’s arts works. They begin to research, and with guidance, analyse arts works to interpret and compare key features, symbols and cultural characteristics of arts works in a range of contemporary and traditional forms from different historic, social and cultural contexts. For example:

• in Media, students research media texts focusing on the use of a range of media technologies in the production and presentation of news in different historical contexts, and then create a real or imagined news item for their school community by working collaboratively from pre-production to post-production and presentation of the news item.

They begin to reflect on their responses to other people’s works and consider other’s perspectives when discussing arts works.

Further examples of arts discipline-specific learning approaches for Level 4 will be published soon.

Standards

Creating and making

At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. They investigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times. They evaluate the effectiveness of their arts works and make changes to realise intended aims. They consider purpose and suitability when they plan and prepare arts works for presentation to a variety of audiences.

Exploring and responding

At Level 4, students discuss traditional and contemporary arts works using appropriate arts language to describe the content, structure and expressive qualities of their own and other people’s works from a range of arts disciplines and forms. They interpret and compare key features of arts works made in a range of times, places and cultures. They identify and describe influences on their own works and discuss the purposes for which arts works are created in different historical and cultural contexts.

Learning focus

As students work towards the achievement of Level 4 standards in Civics and Citizenship, they learn about the origins and establishment of the Australian nation at Federation. They examine the nature of the Australian federal system of governance that developed. They consider the effects of Australian federation on the democratic rights of different groups of people such as Aboriginal and Torres Strait Islander (ATSI) people, women and non-British migrants.

Students learn about the three levels of government in Australia and investigate examples of the functions and services of these governments such as currency, defence, education, health, parks and libraries. They examine other features of Australian democracy; for example, the role of government in representing the people, the key tasks of a member of parliament or councillor, how parliament makes laws and the importance of voting. They learn about the values of democracy, and the rights and responsibilities of citizenship.

They consider the experiences of diverse cultural groups, including ATSI communities, and their contributions to Australian identity. They consider the values important in a multicultural society such as respect and tolerance.

Students learn about the processes of making and changing laws and the role of the courts and police. They consider important principles such as the independence of the judiciary, equality before the law, and the presumption of innocence. They compare Australian legal processes with those of other cultures, such as those of ATSI communities. Students understand that when Australians travel overseas, the laws of other countries apply to them.

Students understand the ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements, including issues of sustainability. They investigate the social and political links between Australia and other countries in the Asia-Pacific region and explore global developments and their potential impact on Australia. They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change.

Students research an issue, or issues using a range of resources including electronic media. These could include current local, national and global issues; for example, natural disasters and human rights issues. They consider actual and possible actions by citizens and nations in response to the issue/s.

Students explore ways in which they can actively participate in their school and community. They investigate the qualities of leadership through past and present examples. They are provided with opportunities to participate in school events and experience class and school leadership roles and their responsibilities.

National Statements of Learning

This learning focus statement, with the following elaborations and in conjunction with the Level 4 learning focus statements for Interpersonal Development, Communication, History and Geography, incorporates the Year 5 National Statement of Learning for Civics and Citizenship.

Elaborations:

Students understand that when Australians travel overseas, the laws of other countries apply to them.

Students understand the ways in which Australian citizens are influenced by and can influence local, state, national, regional and global decisions and movements, including issues of sustainability. They investigate the social and political links between Australia and other countries in the Asia-Pacific region and explore global developments and their potential impact on Australia. They understand that protecting the environment requires that people work together as citizens and consumers and participate in appropriate actions as environmental stewards or in other civic action to effect positive change.

Standards

Civic knowledge and understanding

At Level 4, students describe the nature of Australia’s democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australia’s federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity. They demonstrate understanding of the process of making and changing laws.

Community engagement

At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, when engaging in school and community activities. They present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.

Learning focus

As students work towards the achievement of Level 4 standards in Communication, they use their understanding of communication conventions to communicate effectively with peers and to respond appropriately when they are part of an audience; for example, by waiting for the communication of others to be completed before responding. They practise listening attentively to identify and communicate main points to others. They reflect on the implicit messages received through body language and begin to understand that verbal and non-verbal messages do not always correspond. They practise sending consistent messages during their interactions.

Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication, performance and oral presentations. With support, they interpret these forms and begin to understand that their interpretation may be influenced by their own knowledge, values and beliefs, by persuasive devices such as emotive language, and by the opinions of others. When making meaning, students continue to develop skills in asking clarifying questions and seeking validation of their interpretations from their peers. They compare and contrast differing interpretations and explore why they differ.

Students begin to recognise the purpose of specialised language across the curriculum and to use this appropriately in their own communication; for example, ‘the system known as the Earth and Moon operate within the solar system’ or, when describing characteristics of a music composition, ‘I used dotted rhythms and lots of staccato to give a feeling of energy’.

Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience. For formal presentations they begin to select appropriate forms for sharing knowledge and influencing others; for example, adding sound to presentation software.

In response to audience feedback, students experiment with ways to improve their communication; for example, projecting their voice to be heard clearly and making sure that the audience can see any visual aids. With support, students use provided criteria to evaluate and reflect on the effectiveness of their communication and to provide feedback on the communication of others.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 5.

Standards

Listening, viewing and responding

At Level 4, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them. They explain why peers may develop alternative interpretations. They describe the purpose of a range of communication strategies, including non-verbal strategies, and evaluate their effectiveness for different audiences.

Presenting

At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations.

Learning focus

As students work towards the achievement of Level 4 standards in Design, Creativity and Technology, they contribute to the development of design briefs that include some limitations and specifications by posing questions about and identifying situations, problems, needs and opportunities for the creation of useful products and simple systems. They explore ideas and concepts about design, materials/ingredients and systems, and consider how these can be combined in innovative ways to create solutions; for example, for a model solar boat or a fun park ride.

Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas. They are encouraged to consciously select preferred options and explain why they have chosen them, referring to materials/ingredients, function and aesthetics.

Students learn to develop step-by-step plans for production and use a variety of production techniques, tools, materials/ingredients (for example, a template for marking a shape to be cut out of fabric or wood, a tape measure, pliers for bending metal wire, a hot-melt glue gun for joining wood or fabric, a hand beater for combining food ingredients, a clamp for holding materials/ingredients to a table, a try square for squaring a piece of wood, secateurs for trimming a plant, a peeler for removing apple skin) and systems components to make products safely. They begin to record their progress using words and images. Students learn to analyse how products and systems function and what they look like, and discuss the meaning of quality in the context of design. They learn to identify evaluation criteria from the design brief and use them to justify design choices. They also use them to think about how well their completed product suits the design situation. They use simple tests to determine the suitability or performance of products and/or technological systems.

Taking into account feedback from peers and teachers, students consider how the product or system they have made, and the processes they have used, could be improved. They also reflect on the impact that products and systems and the uses of materials have on people and the environment.

Standards

Investigating and designing

At Level 4, students contribute to the development of design briefs that include some limitations and specifications. Individually and in teams, they use a range of methods to research and collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use words, labelled sketches and models, to demonstrate that they are aware of environmental and social constraints.

Students take account of the views of users/consumers and produce step-by-step plans and/or modify recipes for making products and/or simple mechanical/electrical systems. They describe how their intended product will function or be used, and what it will look like in the context of the requirements of the design brief. They identify evaluation criteria from design briefs and use them to justify design choices.

Producing

At Level 4, students use their production plan and select and work safely with a variety of materials/ingredients and systems components to produce functional products and/or systems. They use a range of measuring, marking, joining/combining techniques to alter materials and finishing/presentation methods, and operate tools and equipment competently, showing consideration of safety and hygiene, and record their progress.

Analysing and evaluating

At Level 4, students reflect on their designs as they develop them and use evaluation criteria, identified from design briefs, to justify their design choices. They modify their designs/products/systems after considered evaluation of feedback from peers and teachers, and their own reflection. They describe the impact products and technological systems have on people and the environment.

Learning focus

As students work towards the achievement of Level 4 standards in English, they consolidate and build on their foundational learning in English related to texts and language.

Students compose, comprehend and respond to an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. With guidance, they reflect on reading, viewing, writing, speaking and listening in ways that develop considered and critical approaches to a range of texts. These include extended literary texts such as novels, short stories, poetry and non-fiction; everyday texts; and media texts including newspapers, film and websites.

Students explore the relationship between the purpose and audience of texts and their structures and features, for example: sentence and paragraph structure, grammar, figurative language and organising structures in print texts; features of visual texts; and sound effects, characterisation and camera angles used in film. They develop their knowledge of how texts are constructed for particular purposes, and examine and challenge generalisations and simplistic portrayals of people and social and cultural issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion.

Students write texts for a range of purposes that demonstrate their developing understanding of the way imagery, characterisation, dialogue, point of view, plot and setting contribute to the meaning of written and multimodal texts. They use this reflection, and their developing knowledge of the generic structures of different types of texts (such as narratives, reports and arguments), as the basis for composing an increasing range of written and spoken texts. Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and features of language in texts for different purposes and audiences. They develop terminology or metalanguage to talk about and describe particular structures and features of language. They develop a multi-strategy approach to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns, and select vocabulary for precise meaning.

Students engage in exploratory talk to share and clarify their ideas, to formulate simple arguments and to seek the opinions of others. They participate in oral interactions for different purposes, including entertaining, informing and influencing others. Students learn to sustain a point of view, and provide succinct accounts of personal experiences or events.

They experiment with spoken language features such as pace, pitch and pronunciation to enhance meaning as they plan, rehearse and reflect on their presentations. They build their capacity to combine verbal and visual elements in texts to communicate ideas and information by using, for example, presentation software or overheads.

When listening, students practise identifying the main idea and supporting details of spoken texts and summarising them for others. They begin to identify opinions offered by others, propose other viewpoints, and extend ideas in a constructive manner.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Communication Level 4 learning focus statement, incorporates aspects of the Year 5 National Statement of Learning for English.

Standards

Reading

At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes, and identify how sociocultural values, attitudes and beliefs are presented in texts. They analyse imagery, characterisation, dialogue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.

Writing

At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.

Speaking and listening

At Level 4, students plan, rehearse and make presentations for different purposes. They sustain a point of view and provide succinct accounts of personal experiences or events. They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.

When listening to spoken texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.

Year 7 National Literacy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 7 benchmarks relate to Level 4 English standards. Links to the literacy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 4 standards in Health and Physical Education, they refine and expand their range of skills, and perform them with increasing precision, accuracy and control in more complex movements, sequences and games. Students begin to observe, and give constructive feedback on, the skill performance of their peers. They consolidate their mobility and safety skills in aquatic environments and develop confidence and responsibility in the water by, for example: swimming competently for a continuous distance of 50 metres (25 meters in freestyle and 25 metres in another stroke); demonstrating sound breathing and stroke techniques; throwing a rope or buoyant object to a person at least five metres from the side of the pool and pulling or instructing them to safety; and performing survival techniques of sculling, treading water, floating and survival strokes for an extended time (four to six minutes), while clothed, in a pool and/or in open water.

Students learn about and experience a variety of outdoor adventure activities in natural environments such as bushwalking and basic orienteering.

As students continue to participate in regular periods of moderate to vigorous physical activity, they explore the training principles for improving components of health related fitness and ways to monitor exercise intensity.

They use strategic thinking, communication and cooperation to enhance performance and participation in order to improve game performance; for example, encouraging tactical awareness of space, force, time, self and others when making games-based decisions. Students begin to set personal goals to improve performance by reflecting on their skill development needs, and explore strategies to achieve them.

Students undertake a variety of roles when participating in modified sports, such as umpire, coach or selector, and are supported in taking responsibility for organising and conducting competitive activities in which decisions are made about procedures, rules and fair play.

Working in groups, they discuss ways to design or modify a simple activity or game, and consider the object of the game, the playing conditions, the scoring and the rules and procedures for its safe conduct.

Students discuss significant transitions between life stages, particularly the changes associated with puberty and the changing roles and responsibilities during these stages. They discuss how their role and responsibilities within the family setting and among friends may change. They discuss reproductive systems, sexual development and sexual maturation. They consider the various ways that people view each other on the basis of characteristics such as gender, race and religion, as well as qualities such as needs, abilities and aspirations. They discuss the validity, advantages and disadvantages of such classifications.

Students develop an understanding of the right to be safe. They learn to describe and assess the strategies for responding to situations that are potentially unsafe, risky or harmful in a range of settings (at home, at school and in the community).

Students consider what it means to be physically, socially and emotionally healthy. They explore their own and others’ views about health and suggest what it might mean for certain groups of people; for example, the elderly, people with a disability or those from another culture. Students consider factors that affect their own and others’ ability to access and effectively use health information, products and services. They discuss and develop strategies for improving their personal health.

They investigate different food-selection models such as the Healthy Eating Pyramid and the Australian Guide to Healthy Eating and their characteristics, and reflect on how they can be used to assist in decisions about food choices. They learn about the safe and hygienic preparation and storage of food.

Standards

Movement and physical activity

At Level 4, students perform confidently and efficiently in a range of movement environments (indoor, outdoor, and aquatic). They refine basic and complex motor skills and apply these skills in increasingly complex games and activities. They maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity. They explain the process for improving health-related fitness. Students effectively use strategic thinking and work with both more- and less-skilled peers to improve game performance. Students work independently to improve performance. They evaluate the performance of a partner and provide constructive feedback based on performance criteria to assist skill development. Students describe and analyse the various roles required in competitive sports. They work in a group to create a game, and establish rules and procedures for its safe conduct.

Health knowledge and promotion

At Level 4, students identify the likely physical, emotional and social changes that occur during puberty. They identify and discuss the validity of the ways in which people define their own and other people’s identity. They describe the actions they can take if they feel unsafe at home, school and in the community. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. They describe a range of health services, products and information that can be accessed to help meet health needs and concerns. They analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models. They describe how to prepare and store food hygienically.

Learning focus

As students work towards the achievement of Level 4 standards in Economics, they learn about the nature of the economic problem (scarcity): that is, that our needs and wants are unlimited but the resources available to satisfy these wants are limited. They explore how the community defines, classifies and uses resources. They learn about the processes of consumption, production and distribution in meeting needs and wants, and the role of consumers, workers and producers in the economy. They consider factors affecting their spending and why it is important to be an informed consumer when making spending decisions. They investigate the importance of personal money management and the role of banking, budgeting and saving.

Students consider the nature and meaning of work and its relationship to other activities in people's lives, including leisure. They examine various types of work and enterprise in a range of settings, including home, school and the community, and identify the different natures of paid and unpaid work.

Students use the inquiry process to plan investigations about economic issues in the home (for example, which mobile phone or pair of runners to buy), school (for example, which bus company to hire for an excursion) or local community (for example, whether a small factory or residential townhouses should be built on a vacant lot next to the school) and form conclusions supported by evidence.

Students practise contesting ideas, debating and using evidence to form and express opinions on economic issues that interest and/or have an impact on themselves and on society, particularly their local community.

They expand their economic vocabulary to include such terms as consumption, production, distribution, enterprise and identify, and learn to collect and process data from a range of sources, including electronic media.

Standards

Economic knowledge and understanding

At Level 4, students describe the nature of the economic problem (scarcity) and explain how selected goods and services are produced and distributed. Students describe the difference between needs and wants, and their own roles as producers and consumers of goods and services. They explain the need to be an informed consumer. They explain the role of work in society and distinguish between paid and unpaid work. They compare different types of work and enterprise in the local community. Students demonstrate basic understanding of personal money management and the role of banking, budgeting and saving.

Economic reasoning and interpretation

At Level 4, students use the inquiry process to plan economics investigations about economic issues in the home, school or local community and form conclusions supported by evidence.

Learning focus

As students work towards the achievement of Level 4 standards in Geography, they investigate some of the significant natural processes that operate across Australia (for example, rainfall, drought, flood, earthquake, cyclones and bushfire), and how people react to them, including their preparation for, and management of, natural disasters.

Students explore how humans have affected the Australian environment. Examples could include: Aboriginal and Torres Strait Islander communities’ care of the land; clearance by farmers and subsequent problems of land degradation and salinity; and protection of the natural environment through the creation of nature parks, national parks and marine parks. Using an inquiry-based approach, students explore environmental issues and consider possible solutions to current and future challenges. Students learn about environmentally sensitive areas such as local remnant vegetation, rivers, alpine Victoria, GippslandLakes and national parks and explore ways of protecting these unique environments in a sustainable way for future generations.

Students develop mapping skills and use conventional geographic language, including scale, compass points for direction, alphanumeric grid references and legends, to locate places. They learn about and interpret their location relative to other places. They begin to identify features on maps, satellite images, and oblique photographs and use maps at different scales to locate places, find their way around, and plan trips to visit specific places. To enhance the electronic presentations they develop, students search for and annotate relevant images from the Internet.

Students participate in fieldwork using simple techniques; for example, collecting and recording data on how the human and physical characteristics of a selected site are changing or have changed. They explore effective ways to care for local places, and are provided with opportunities to initiate and participate in an action on an environmental issue of personal or group concern; for example, pollution of a local waterway.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 5.

Standards

Geographical knowledge and understanding

At Level 4, students identify and describe Australia’s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters. They compare the various ways humans have used and affected the Australian environment. Students recommend ways of protecting environmentally sensitive areas in a sustainable way. They provide examples and evidence based on their inquiries. They use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different kinds of maps, diagrams, photographs and satellite images.

Geospatial skills

At Level 4, students use atlases, street directories and town plan maps to accurately describe the distance, direction and location of places. They identify features from maps, satellite images, and oblique photographs. They draw sketch maps of their neighbourhood using simple mapping conventions such as title, scale, north point and legend. They research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.

Learning focus

As students work towards the achievement of Level 4 standards in History, they develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today. They learn about the significance of key events, such as European settlement, the establishment of the colonies, the development of the wool industry, the gold rushes, the moves to self-government, Federation and World War I. They learn about key people in Australia’s history (for example, James Cook, Caroline Chisholm, Edmund Barton, Vida Goldstein, William Barak) who have brought about change. Through structured activities they explore links and comparisons with contemporary Australia.

Students develop an understanding of the histories of the cultural groups which have contributed to the Australian identity. This could include some history of source countries for Australian immigration such as Italy, Greece, Poland, Sudan, Ireland, Chile or Vietnam. They explore the concepts of nation, culture and identity in both Australian and regional contexts, and learn that identity is complex, multifaceted and evolving.

Students apply their understanding of culture by investigating the history of an Asian country or countries in the Australian region such as Indonesia, East Timor, India, China and Japan. They consider how other societies are organised, how they express their beliefs and make meaning of their world. They investigate significant people and events in that country’s recent history and learn about daily life, religious traditions, customs and governance. They learn about links between other countries and Australia, develop ideas about Eastern and Western traditions, and about the values that are important to other societies and their own.

Students use a range of written, visual, oral and electronic sources to study the past. With support, they frame research questions and plan their own inquiries using historical language and concepts such as time, sequence, chronology, continuity, change, culture and, tradition. They begin to question sources and make judgments about the viewpoints being expressed, the completeness of the evidence, and the values represented. They learn to develop explanations in a range of forms such as timelines, oral presentations, posters, multimedia presentations, reports and narratives.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 5.

Standards

Historical knowledge and understanding

At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history, European settlement, the development of the colonies, the development of the wool industry, the 1850s gold rushes; the moves to self-government, Federation; and World War I. They demonstrate an understanding of the histories of some cultural groups which make up Australia today. They make links and appropriate comparisons with contemporary Australia.

Students demonstrate an understanding of key aspects of an Asian country or countries within the Australian region. They explain significant events and people in the history of that country or countries. They describe aspects of governance, customs, religious traditions and daily life. They explain the values important to other societies and their own and links between other countries and Australia.

They compare and contrast the values and beliefs of Australians and people of other cultures. They compare aspects of different cultures and countries, in both the past and present, and ask questions about their own society. They sequence events and describe their significance in bringing about particular developments.

Historical reasoning and interpretation

At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.

Learning focus

As students work towards the achievement of Level 4 standards in Information and Communications Technology (ICT), they apply known ICT tools for visualising thinking in new ways to make links between existing and new knowledge. They begin to use new tools, such as ICT-controlled models, a programming language or simulation software, such as microworlds, spreadsheets and domain specific modelling software, to represent and explore processes, patterns, and cause-and-effect relationships. They learn to use tools, such as database software and graphic organisers, to organise and analyse data and information. For example, after interviewing people of Asian cultural backgrounds, students might identify similarities and differences between Australian and Asian customs by using a double-cell diagram, which forms a visual structure to aid thinking.

Students reflect on their experience in using such ICT tools, comparing how they learned with these tools with how they might learn from books, and comparing the virtual worlds created through these models with real life.

Students use ICT tools to produce information products that demonstrate their knowledge and skills for all areas of the curriculum. For example, based on the inferences drawn by using a double cell diagram to analyse the similarities and differences between Australian and Asian customs, students could present their new understanding in multimedia form (an information product).

Students develop their use of ICT to assist with problem solving. For example, when creating a model solar-powered boat that meets specified criteria, students support their problem solving strategies by using software to create alternative two-dimensional designs.

Students explore new software functions that promote efficiency and effectiveness. For example, students use the ‘find and replace’ function to locate and change repeated words or formats (efficiency) and they use borders to separate different sets of information (effectiveness). They develop skills in using three-dimensional multimedia tools for problem solving, discuss how the three-dimensional functions improve the effectiveness of solutions, and brainstorm situations in which these tools can be used. Students develop skills in using ICT systems for controlling events in a predetermined way by writing programs that, for example, control a turtle or robot, manipulate objects in a game or three-dimensional virtual environment, or respond to environmental changes captured by sensors.

Students use design tools, such as layout diagrams, annotated drawings and storyboards, to document solutions and the layout of information products. They begin to use ICT presentation conventions, incorporating them into their solutions and information products where appropriate. They test their products against commonly accepted ICT evaluation criteria and, with assistance, refine their work to meet both the criteria and audience needs. They develop and maintain a digital bank of evidence (for example, an electronic portfolio), that demonstrates their learning. This requires students evaluating, selecting and organising files that showcase their learning and that are up-to-date and structured in an orderly way. Students apply file management procedures that assist in securing their files (for example, backing up on storage media such as disks or memory sticks), and in allowing the easy retrieval of files by using naming conventions that are meaningful. Students continue to use ergonomic practices that assist in minimising physical harm, such as doing exercise to reduce injury due to repetitive actions.

Students begin to work in a collaborative global environment. They share their developing knowledge with their peers through email, and seek advice from others through frequently asked questions (FAQs), websites or by directly emailing experts. Students consider these methods of sharing information with a wider audience, and develop knowledge of protocols for sending and receiving electronic information through the Internet by creating and sending emails with attachments and uploading files to protected public places on intranets or the Internet.

When problem solving, students use recommended search engines and begin to refine search questions to locate information quickly on the Internet. This involves applying criteria for assessing the integrity of information, such as the reliability of the web host and the accuracy of the information.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Thinking Processes  and Communication learning focus statements, incorporates aspects of the Year 5 National Statement of Learning for ICT.

Standards

ICT for visualising thinking

At Level 4, students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them.

Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns. They document in their bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships.

ICT for creating

At Level 4, students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of information products. Students select relevant techniques for minimising the time taken to process data, and apply conventions and techniques that improve the appearance of the finished product. Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria.

Students create and maintain an up-to-date, logically structured bank of digital evidence of their learning. They password protect and back up important files and use file naming conventions that allow easy retrieval.

ICT for communicating

At Level 4, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts. When emailing, they successfully attach files and they apply protocols for sending and receiving electronic information. They successfully upload their work to a protected public online space. Using recommended search engines, students refine their search strategies to locate information quickly. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host.

Learning focus

As students work towards the achievement of Level 4 standards in Interpersonal Development, they develop skills and behaviours for connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.

Students compare their beliefs and values with others, and consider how these influence feelings and behaviour. Through discussion and activities such as role-play, they reflect on inclusion, belonging and tolerance. They consider how it feels to be excluded from a group. They identify examples of bullying in a range of contexts. They explore the impact of bullying on people’s sense of self-worth and are assisted to identify, discuss and use different strategies to reduce, avoid and resolve bullying.

Students begin to recognise and discuss the influence that peers can have on their behaviour and consider response options.

Students explore a range of contexts, both within and beyond school, in which individuals are required to work effectively as part of a team. They discuss appropriate knowledge, skills and behaviours in these contexts and the importance of developing these.

Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 5.

Standards

Building social relationships

At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying. They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.

Working in teams

At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.

Learning focus

As students work towards the achievement of standards at Pathway 1 Level 4, they learn about cultural differences associated with the language other than English. They understand that Australian life and culture are influenced by these different ways of life. They learn why there are similarities and differences between languages, and how these are related.

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

Students make logical attempts to decipher meaning from written and spoken material and begin to use resources such as dictionaries. They learn strategies for retaining language information for later use in new applications and develop an understanding of how parts of the language system work. They approach language learning as a problem solving activity as they consciously consider aspects of grammar.

Activities may include guided role-plays; cross-cultural simulations; use of multimedia (such as for guided Internet searching, research, exploration or collaboration, real-time interviews, surveys and emails); performing skits; community information gathering; a family language record; keeping a personal journal; and producing brochures, guide books, charts and captions. Activities designed collaboratively with teachers in other domains can be extended through translation, cultural adaptation or interpreting, or aspects of the theme or topic can be presented, complemented or extended through the language.

Students learn to communicate by referring to a range of implicit and explicit models and by responding to teacher prompting. They begin to function in open-ended situations, allowing variation and extension of language applications. They learn to speak and write effectively for a range of purposes and audiences, approximating meaning and authentic language use within defined topics. Examples could include writing an email or simple story, and ordering in a café or asking for directions.

Standards

Communicating in a language other than English

At Pathway 1 Level 4, students participate in oral interactions to convey and receive information. Students demonstrate sound-discrimination effectively. In tone languages, students discern tone patterns in slowed speech.

Students show awareness of the language and cultural requirements related to a given topic; they adapt language and gesture appropriately for the role, audience and purpose of the discourse. They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. They initiate and lead communication and respond to communication initiated by others.

Students apply their knowledge of word meanings, word associations and cognates to their own work.

Students organise and apply grammatical information and knowledge of words, conduct dictionary research, and work independently on defined projects using the language.

• Roman alphabetical languages
• Students read a wide range of short and/or modified texts for meaning and for use as models in their own writing. They read aloud effectively and apply knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts. Writing in paragraphs, they express themselves in a range of contexts and are sensitive to the audience and purpose of the writing. Using print and electronic resources, they draft, self-correct, access dictionaries, script check and present written products.

• Non-Roman alphabetical languages
• Students read short passages for meaning. They read aloud effectively, and apply knowledge of a range of accents, tone markers and punctuation in a variety of contexts. They express themselves through writing by generating original sentences in the language, using modelled examples which may be linked to form paragraphs. Using print and electronic resources, they draft, self correct, access dictionaries, script check and present written products.

• Character languages
• Students read short, modified texts for meaning. They read aloud effectively, and apply knowledge of familiar characters and punctuation in a range of contexts. They write characters, paying attention to shape, stroke order and proportion. They categorise the characters they have learnt into groups based on similarities in meaning, appearance, pronunciation or function, and introduce newly learnt characters into these schemata. They write sentences using appropriate characters and form paragraphs by following modelled examples. They use pinyin/römaji for basic word processing. They explain distinctive rules relating to writing in the language, and apply strategies, using print and electronic resources, for checking and self-correcting their character use. They identify traditional techniques for writing.

• Sign language
• Students use simple signed texts and identify specific items of information, make choices, answer questions and relay information to other participants in a signed exchange. They convey personal or factual information in short, linked sequences. They engage effectively in exchanges to provide and obtain information about everyday activities. They use various information and communications technology applications for recording and conveying signed meaning.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 1 Level 4, students apply relevant conversational rules and expectations; for example, those related to politeness. They demonstrate understanding of cultural differences in writing conventions for specific discourse forms by producing equivalent items in another language.

Students demonstrate effective reflection on their language learning by sharing a learning strategy they use successfully, or by evaluating and improving a strategy they have tried. They interact with members of the language community in Australia as a means of extending their understanding of perspectives on the themes and topics studied in the classroom.

Students identify ways in which the language and culture has impacted on Australia and present information in written or oral forms in the language.

Learning focus

As students work towards the achievement of Level 4 standards in Mathematics, they describe their investigations with correct mathematical terms, symbols and notations. They use mathematical procedures to construct and systematically investigate conjectures or hypotheses.

In Number, students extend their understanding of whole numbers, fractions and decimals. They use patterns and arrays to develop understanding of multiples (including lowest common multiple), factors (including highest common factor), prime and composite numbers. They recognise and use simple powers (for example, 23 = 8).

Students investigate and use equivalent forms of common fractions. They order fractions and decimals and locate them on a number line. They investigate temperature and other contexts to develop the concept of negative numbers. They explore ideas of ratio (as a comparison) and percentage (comparing to 100). They use materials to explore decimals, ratios and percentages as equivalent forms of fractions (for example, 1/2 = 0.5 = 50% = 1 : 2).

Students devise and use mental and written methods (algorithms) to add, subtract, multiply and divide whole numbers. For division they recognise remainders as common fractions or decimals. They devise and use mental and written methods to add and subtract decimals. They use materials and number lines to develop understanding of multiplication and division of decimals (to two decimal places) and simple common fractions. They routinely make estimations and approximations in calculations and make judgments about their accuracy.

In Space, students identify and sort shapes by properties such as parallel and perpendicular lines (for example, quadrilaterals). They use the ideas of angle, size and scale to describe the features of shapes and solids. They identify symmetry by reflection or rotation. They create and compare pairs of enlarged shapes using simple scale factors. They describe the features that change (for example, side lengths) and features that remain the same (for example, angles). They represent solids (for example, prisms, pyramids, cylinders and cones) as two-dimensional drawings and nets. They visualise and describe relative location and routes between places shown on a map. They create and interpret simple networks such as a road network to show  connectedness between towns.

In Measurement, chance and data, students estimate and measure lengths (including perimeter), area (including surface area), volumes, capacity, time (including duration), and temperature in metric units using appropriate instruments and scales. They determine and use the level of accuracy required for the purpose of the measurement. They develop simple procedures to determine the perimeter and area of simple shapes (for example, counting squares in a grid to determine area).

Students estimate and describe the chance of random events using words, percentages and fractions or decimals between 0 and 1. They investigate the sample space (possible outcomes) for simple chance events and calculate theoretical probability. They explain how symmetry in chance situations (for example, the roll of a die) creates equally likely outcomes. They create simulations of chance events to estimate probability (for example, randomly selecting a card from a pack without kings to choose a month).

Students plan and conduct questionnaires to collect data for a specific purpose. They recognise different data types such as categorical and numerical, discrete and continuous. They organise and present grouped and ungrouped data using displays such as simple frequency tables and histograms. They calculate and interpret measures of centre (mean, median and mode) and spread (range) for ungrouped data.

In Structure, students use venn diagrams and tables (karnaugh maps) to test the validity of statements involving the quantifiers none, some and all. They develop algorithms involving words, diagrams and mathematical symbols (for example, for testing the divisibility of a number).

Students create number sequences by computing the next term from the previous term or terms (recursion). They develop function rules for the terms in sequences based on their position in the sequence.

Students recognise that the ‘identity’ for each operation has no effect: the number 0 for addition and subtraction, and 1 for multiplication and division. They form and solve equations using words and symbols.

When Working mathematically, students make and test conjectures and generalisations about numbers, shapes and mathematical structure using concrete materials and diagrams. For example:

• in Number, the factors of primes and composites
• in Space, the properties of shapes
• in Measurement, chance and data, the probability of outcomes in games of chance
• in Structure, the patterns of remainders formed by division.

Students identify and investigate real life, practical and historical applications of mathematics. They pose and solve mathematical problems using a range of strategies (for example, make a list, find a pattern, work backwards). They solve new problems based on familiar problem structures.

Students develop and use estimation procedures to check the results of computations made using technology. They use technology for complex and extended computations. They use appropriate technology to explore puzzles involving numbers (for example, solve a magic square using a spreadsheet) and to generate drawings of shapes, solids, nets and geometric designs.

National Statements of Learning

This learning focus statement incorporates the Year 5 National Statement of Learning for Mathematics.

Standards

Number

At Level 4, students comprehend the size and order of small numbers (to thousandths) and large numbers (to millions). They model integers (positive and negative whole numbers and zero), common fractions and decimals. They place integers, decimals and common fractions on a number line. They create sets of number multiples to find the lowest common multiple of the numbers. They interpret numbers and their factors in terms of the area and dimensions of rectangular arrays (for example, the factors of 12 can be found by making rectangles of dimensions 1 × 12, 2 × 6, and 3 × 4).

Students identify square, prime and composite numbers. They create factor sets (for example, using factor trees) and identify the highest common factor of two or more numbers. They recognise and calculate simple powers of whole numbers (for example, 24 = 16).

Students use decimals, ratios and percentages to find equivalent representations of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3 : 4 = 6 : 8). They explain and use mental and written algorithms for the addition, subtraction, multiplication and division of natural numbers (positive whole numbers). They add, subtract, and multiply fractions and decimals (to two decimal places) and apply these operations in practical contexts, including the use of money. They use estimates for computations and apply criteria to determine if estimates are reasonable or not.

Space

At Level 4, students classify and sort shapes and solids (for example, prisms, pyramids, cylinders and cones) using the properties of lines (orientation and size), angles (less than, equal to, or greater than 90°), and surfaces. They create two-dimensional representations of three dimensional shapes and objects found in the surrounding environment. They develop and follow instructions to draw shapes and nets of solids using simple scale. They describe the features of shapes and solids that remain the same (for example, angles) or change (for example, surface area) when a shape is enlarged or reduced. They apply a range of transformations to shapes and create tessellations using tools (for example, computer software).

Students use the ideas of size, scale, and direction to describe relative location and objects in maps. They use compass directions, coordinates, scale and distance, and conventional symbols to describe routes between places shown on maps. Students use network diagrams to show relationships and connectedness such as a family tree and the shortest path between towns on a map.

Measurement, chance and data

At Level 4, students use metric units to estimate and measure length, perimeter, area, surface area, mass, volume, capacity time and temperature. They measure angles in degrees. They measure as accurately as needed for the purpose of the activity. They convert between metric units of length, capacity and time (for example, L–mL, sec–min).

Students describe and calculate probabilities using words, and fractions and decimals between 0 and 1. They calculate probabilities for chance outcomes (for example, using spinners) and use the symmetry properties of equally likely outcomes. They simulate chance events (for example, the chance that a family has three girls in a row) and understand that experimental estimates of probabilities converge to the theoretical probability in the long run.

Students recognise and give consideration to different data types in forming questionnaires and sampling. They distinguish between categorical and numerical data and classify numerical data as discrete (from counting) or continuous (from measurement). They present data in appropriate displays (for example, a pie chart for eye colour data and a histogram for grouped data of student heights). They calculate and interpret measures of centrality (mean, median, and mode) and data spread (range).

Structure

At Level 4 students form and specify sets of numbers, shapes and objects according to given criteria and conditions (for example, 6, 12, 18, 24 are the even numbers less than 30 that are also multiples of three). They use venn diagrams and karnaugh maps to test the validity of statements using the words none, some or all (for example, test the statement ‘all the multiples of 3, less than 30, are even numbers’).

Students construct and use rules for sequences based on the previous term, recursion (for example, the next term is three times the last term plus two), and by formula (for example, a term is three times its position in the sequence plus two).

Students establish equivalence relationships between mathematical expressions using properties such as the distributive property for multiplication over addition (for example, 3 × 26 = 3 × (20 + 6)).

Students identify relationships between variables and describe them with language and words (for example, how hunger varies with time of the day).

Students recognise that addition and subtraction, and multiplication and division are inverse operations. They use words and symbols to form simple equations. They solve equations by trial and error.

Working mathematically

At Level 4, use students recognise and investigate the use of mathematics in real (for example, determination of test results as a percentage) and historical situations (for example, the emergence of negative numbers).

Students develop and test conjectures. They understand that a few successful examples are not sufficient proof and recognise that a single counter-example is sufficient to invalidate a conjecture. For example, in:

• number (all numbers can be shown as a rectangular array)
• computations (multiplication leads to a larger number)
• number patterns ( the next number in the sequence 2, 4, 6 … must be 8)
• shape properties (all parallelograms are rectangles)
• chance (a six is harder to roll on die than a one).

Students use the mathematical structure of problems to choose strategies for solutions. They explain their reasoning and procedures and interpret solutions. They create new problems based on familiar problem structures.

Students engage in investigations involving mathematical modelling. They use calculators and computers to investigate and implement algorithms (for example, for finding the lowest common multiple of two numbers), explore number facts and puzzles, generate simulations (for example, the gender of children in a family of four children), and transform shapes and solids.

Year 7 National Numeracy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 7 benchmarks relate to Level 4 Mathematics standards. Numeracy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning.

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

They identify the many contexts in which learning occurs both within school (such as learning activities in the classroom, and developing physical skills in the playground or through extracurricular sporting activities) and beyond school (such as reading a book at home, visiting an aquarium or exploring physical features of local environments).

In selected reflective activities, students explore the impact of various emotions on their learning and they learn to maintain a positive attitude. They consider the impact of impulsive behaviour in themselves and others on their learning and implement strategies for managing their own impulsive behaviour; for example, ensuring they understand directions fully, and developing a plan or strategy for addressing issues that arise. They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their responsibilities for managing their learning, such as staying focused and on task.

Through participation in a variety of group and whole-class activities, students begin to articulate the advantages of learning effectively with, and from, their peers. They seek feedback from peers and consider the validity of the feedback they receive. They identify the values that underpin the creation of a classroom environment that will support the learning of all students such as respect, equity and inclusion.

Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.

As students prepare for the transition to secondary school, they reflect on the progress they have made with their learning and set goals for the future focusing on their attitudes towards and management of their learning.

Standards

The individual learner

At Level 4, students identify, with support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that address their individual needs. They seek and respond to teacher feedback to develop their content knowledge and understanding. They identify and explain how different perspectives and attitudes can affect learning. They negotiate learning improvement goals and justify the choices they make about their own learning. Students actively develop, monitor and refine protocols that create a positive learning environment in the classroom.

Managing personal learning

At Level 4, students develop and implement plans to complete short-term and long-term tasks within timeframes set by the teacher, utilising appropriate resources. They undertake some set tasks independently, identifying stages for completion. They describe task progress and achievements, suggesting how outcomes may have been improved. They persist when experiencing difficulty with learning tasks. They seek and use learning support when needed from peers, teachers and other adults. They practise positive self talk. They demonstrate a positive attitude to learning within and outside the classroom.

Learning focus

As students work towards the achievement of Level 4 standards in Science, they develop a more systematic knowledge of science and science concepts drawn from traditional and emerging sciences. They group living things on the basis of observable characteristics. They explore the concept of relationship; for example, food chains and energy flow along food chains in terrestrial and aquatic environments. They link cause and effect (for example, how physical and chemical changes impact on substances) and how using force produces motion (for example, how objects are affected by gravity, how the magnitude of a force affects the motion and the shape of an object, and how forces such as magnetism may act at a distance). They describe how products or tools have been developed. They consider how models are used to explain structures; for example, the arrangement of planets in the solar system, and the layers within the Earth and in the Earth's atmosphere. They contemplate how systems operate; for example, the human body as a large system consisting of smaller separate systems (circulatory, respiratory, digestive, skeletal, reproductive and nervous) working together, and life cycles as systems for survival. Central to this is their understanding that some questions are open to investigation while others require reasoning and discussion, and that science knowledge is improved and changed by the outcomes of new investigations and explorations. They examine the work of Australian scientists to show how science knowledge has developed.

Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices, comparative efficiencies of alternative forms and sources of energy used in the community, effectiveness of school recycling programs or the use of new technology. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. They reflect on the variety of ways collected data can be represented; for example, graphs, tables or digital images, and on changes they may make to the design of their investigation. They begin to design and build models to demonstrate the application of science concepts; for example, energy transformation and energy transfer in a solar barbecue, the reflection of light in periscopes, the desalination of water, and the double-pump action of the human heart. They complete reports on their investigations and model-building, explaining the science involved using symbols, diagrams and simple equations.

Students use a variety of measuring instruments, including alcohol and digital thermometers, to develop an understanding of error in measurement, relating to both the instrument and instrument use. They use this understanding to consider the appropriateness of the inferences and solutions drawn from the evidence and data, and to consider their own responsibilities and safety requirements when working with a variety of instruments and materials. They use hand lenses to examine the smaller visible parts that make up materials.

National Statements of Learning

This learning focus statement, with the following elaborations, incorporates the Year 5 National Statement of Learning for Science. It also incorporates aspects of the Year 7 National Statement of Learning for Science.

Elaborations:

• They group living things on the basis of observable characteristics.
• They link cause and effect (for example, how physical and chemical changes impact on substances) and how using force produces motion (for example, how objects are affected by gravity, how the magnitude of a force affects the motion and the shape of an object, and how forces such as magnetism may act at a distance).
• They describe how products or tools have been developed.
• They contemplate how systems operate; for example, the human body as a large system consisting of smaller separate systems (circulatory, respiratory, digestive, skeletal, reproductive and nervous) working together, and life cycles as systems for survival.
• Students practise framing and investigating questions that interest them and are drawn from locally based issues; for example, sustainability of farming practices, comparative efficiencies of alternative forms and sources of energy used in the community, effectiveness of school recycling programs or the use of new technology.
• They use hand lenses to examine the smaller visible parts that make up materials.

Care and Use of Animals in Victorian Schools

If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/

Standards

Science knowledge and understanding

At Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe how substances change during reactions. They identify and compare the properties of the new or changed material/s with those of the original material/s. Students explain the role of chemical change in the production of new materials. They qualitatively describe changes in motion in terms of the forces present.

Students apply the terms relationships, models and systems appropriately as ways of representing complex structures. They identify and explain the connections between systems in the human body and their various functions. They identify and explain the relationships that exist within and between food chains in the environment. Students use everyday examples to illustrate the transforming and transferring of energy. They explain how the Earth and the Moon operate as a simple system within the larger solar system. They describe the composition of layers within the Earth. They explain the function of the layers of the Earth’s atmosphere.

Science at work

At Level 4, students analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives. They explain how sustainable practices have been developed and/or are applied in their local environment. They describe the contributions Australian scientists have made to improve and/or change science knowledge.

Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and write an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used when reporting on their investigations.

Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated with experiments and the use of standard equipment. Students use the terms relationships and cause and effect when discussing and drawing conclusions from the data they collect.

Learning focus

As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.

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

Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect, elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.

Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.

They learn to make links between ideas and use portfolios and/or journals to reflect on how their ideas and beliefs change over time. In structured activities, they practise transferring their knowledge to new contexts.

Standards

Reasoning, processing and inquiry

At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using supporting evidence.

Creativity

At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.

Reflection, evaluation and metacognition

At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They document changes in their ideas and beliefs over time.