Level 5 (Years 7 and 8)

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		Humanities - Economics		ICT
Civics and Citizenship		Humanities - Geography		Thinking Processes
		Humanities - History
		LOTE - Pathway 1
		LOTE - Pathway 2
		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 - Pathway 1
				LOTE - Pathway 2
				Mathematics
				Science

Learning focus

As students work towards the achievement of Level 5 standards in the Arts, they use a range of starting points including observation, experience and research to represent, generate, develop and communicate real, imaginary and abstract ideas. For example:

• in Drama, students work as an ensemble to explore cultural diversity by sharing experiences and observations through improvisation and role-play about a familiar situation, maintaining a diary of personal reflections throughout their performance making
• in Art, following several lessons exploring line, tonal rendering, perspective and foreshortening as ways to represent and define form, students work from direct observation of people/places/objects and create the illusion of space and form on a two-dimensional surface.

Students explore different contemporary and traditional arts forms and styles to develop understanding of the concept of style. Students apply their arts knowledge and, with guidance, an understanding of style when experimenting with, selecting and using a range of contemporary and traditional media, materials, equipment and technologies to explore and expand their understanding and use of a range of skills, techniques and processes in the arts disciplines of Art (two-dimensional and three-dimensional), Dance, Drama, Media, Music, and Visual Communication. For example:

• in Dance, students learn and present dance sequences from different cultures and styles.

Students work both independently and collaboratively to develop creative and effective ways of combining and manipulating arts elements, principles and/or conventions when designing, making and presenting arts works for particular purposes and audiences. For example:

• in Media, students video or photograph two alternate interpretations of a short visual narrative, to present the story from the point of view of two characters, using variations in lighting, camera angle and shot types
• in Visual Communication, students explore the potential of symbols and cartoons and elements of shape, line and colour to fulfil a design brief.

Students use processes of rehearsal, reflection and evaluation to develop skills in refining and shaping their works to effectively communicate their intended aims, and experiment with imaginative ways of creating solutions to set tasks. They maintain a record of their exploration and development of ideas and problem solving processes; for example, in a visual diary, on video or in an electronic journal.

Students explore and respond to arts works from a range of styles, forms, times, traditions and cultures. They use research to inform their concept of style and apply their observation skills when describing, comparing and analysing arts works. Students use appropriate arts language when discussing their own and other artists’ intentions and expressive use of arts forms, elements, principles and/or conventions and when describing, analysing and interpreting the content and meaning of arts works. They develop skills in analysing, interpreting and evaluating specific expressive, technical and aesthetic qualities of their own and others’ works. For example:

• in Music, they listen to and discuss excerpts from music that explores the aural aesthetics of musical representations of air and earth.

Students develop their ability to listen to, reflect on and acknowledge others’ perspectives when discussing their own and others’ responses to arts works.

Further examples of arts discipline-specific learning approaches for Level 5 will be published soon.

Standards

Creating and making

At Level 5, students, independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose. They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles. They generate and develop ideas that explore particular concepts, techniques and issues when making arts works. They combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. They maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences.

Exploring and responding

At Level 5, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. They compare, analyse, evaluate, and interpret the content, meaning and qualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions and using appropriate arts language. They describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. They use appropriate arts language.

Learning focus

As students work towards the achievement of Level 5 standards in Civics and Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece and Rome have influenced modern democracies. They learn how Australian democracy developed from an autocracy to a modern democracy and the British foundations of Australian democracy.

Students learn about significant milestones in the development of Australian law, governance and rights. They explore the historical origins of some political rights, such as universal suffrage, secret ballot and payment of parliamentarians. They consider examples of the fight for political rights such as the Eureka movement, the eight-hour day and fair working conditions, Aboriginal and Torres Strait Islander rights and the vote for women. They look at the origins of Australian citizenship and how it can be acquired.

Students learn about key features of Australian democracy. They learn about the two houses of the Australian parliament and the ways that citizens are represented in the Senate and the House of Representatives. They compare the roles of federal and state parliaments. They learn about the general processes of elections in Australia. They consider the separate responsibilities of the three levels of government and the impact of each level on the daily lives of citizens. They develop understanding of aspects of political parties and their leaders, the role of the Australian Constitution, and the courts. They discuss examples in the media of people, laws, and issues concerning these features of democracy.

Students consider the English origins of Australia’s legal system and the origins of common and statute law. They learn about the purposes of laws and consider examples of the process of making and changing them. They evaluate the merits and successes of the principles in Australia’s legal system such as justice, the presumption of innocence and equality before the law. They identify the requisite conditions for a fair trial.

Through historical and contemporary examples, including those from Australia, students are introduced to the values and qualities of leadership. Students are provided with opportunities to take on a variety of leadership roles. They develop skills required for active and informed citizenship and use these in class and community contexts. For example, they use cooperative decision making to design and evaluate a group project, seek a variety of opinions and use a voting method to determine the majority view about an issue.

Students examine the ways in which Australians are connected to other people in the Asia–Pacific region and around the world. They explore the responsibilities of global citizenship for individuals, organisations and governments and the roles and responsibilities of companies, producers and consumers in relation to sustainability. They explore ways in which countries work together to protect the environment.

Students interact with a variety of groups and organisations in civic and community events. With assistance, they seek opportunities to actively engage in school, local and community events. They research issues and events of importance to the community, recognise a range of perspectives, and propose possible solutions and actions. These issues may be related to matters such as environmental sustainability, social justice and human rights and may have local, national and global significance.

National Statements of Learning

This learning focus statement, with the following elaboration and in conjunction with the learning focus statements for Interpersonal Development, Communication and Geography, incorporates the Year 7 National Statement of Learning for Civics and Citizenship.

Elaboration:

Students examine the ways in which Australians are connected to other people in the Asia–Pacific region and around the world. They explore the responsibilities of global citizenship for individuals, organisations and governments and the roles and responsibilities of companies, producers and consumers in relation to sustainability. They explore ways in which countries work together to protect the environment.

Standards

Civic knowledge and understanding

At Level 5, students explain the origins and features of representative government. They identify significant developments in the governance and achievement of political rights in Australia. They explain key features of Australian Government including the responsibilities of the levels of government, the houses of parliament, political parties and the ways that citizens are represented, using some contemporary examples in their explanations. They describe the purposes of laws and the processes of creating and changing them. They identify and question the features and values of Australia’s political and legal systems. They identify and discuss the qualities of leadership through historical and contemporary examples.

Community engagement

At Level 5, students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the different perspectives on some contemporary issues and propose possible solutions to problems. They use democratic processes when working in groups on class and community projects. They participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues.

Learning focus

As students work towards the achievement of Level 5 standards in Communication, they develop a range of strategies for listening attentively and extracting meaning from communications, including taking notes and small group discussion to record and summarise main messages. They reflect on how the explicit body language of a speaker influences their enjoyment and understanding of a presentation, and practise modifying their own body language to show interest and respect when listening to a speaker.

Students respond to a wide variety of aural, written and visual media; for example film, radio, the Internet, billboards, multimedia, and text messages. They explore both implicit and explicit meaning, how the author has structured and presented ideas, and whether they have used specialised language or symbols to communicate their message. Students share the meaning they have constructed with others and discuss any differences. They continue to challenge assumptions, use questions to clarify understanding, and justify their own interpretations while acknowledging that others may have different interpretations. They reflect on and evaluate the effectiveness of a variety of media in communicating a similar message, considering accuracy, inclusiveness and the techniques used to shape audience response.

Students expand their knowledge of specialised language used across the curriculum to communicate specific meanings and gain practice in using specific forms of communication; for example, practical reports in Science or fieldwork reports in Geography.

Students regularly present information, ideas and opinions for a variety of purposes, to a range of audiences, in both formal and informal settings. They focus on identifying the key messages they wish to communicate and structuring their ideas logically and coherently. They experiment with a range of presentation forms and seek feedback from their audience as to the effectiveness of their communication. Students work together to develop criteria which can be used to evaluate presentations.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 7.

Standards

Listening, viewing and responding

At Level 5, students modify their verbal and non-verbal responses to suit particular audiences. They interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised language and symbols as appropriate to the contexts in which they are working. They consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

Presenting

At Level 5, students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills.

Learning focus

As students work towards the achievement of Level 5 standards in Design, Creativity and Technology, they individually and in teams, develop innovative solutions in design and technology contexts (for example, creating a low-fat biscuit and designing a three-dimensional, environmentally-friendly package for eight of the biscuits) and evaluate their decisions with reference to design brief specifications. They develop greater spatial awareness, are encouraged to think flexibly, and represent their ideas using two- and three-dimensional hand- and computer-assisted drawing and modelling techniques including the use of appropriate technical language. They further explore the properties and characteristics of materials/ingredients, and carry out tests to determine their suitability for intended products and/or systems.

In developing their understanding of systems, students learn about open- and closed-loop systems, and their control and the components used to make basic automated system; and energy sources (renewable and non-renewable) and forms that power systems. They explore how technological systems can convert energy and magnify force.

Students learn how design elements and principles can enhance their design work. Students refer to design briefs to consider and investigate aspects of function and aesthetics. They also consider how social, cultural, economic and environmental factors influence the development of their design ideas. They trial and make products and systems based on their design concepts, justifying changes in their thinking as they design, develop and evaluate products and systems, and recognise the right of others to perceive things differently.

Students further develop an understanding of the creative problem solving process. Individually and collaboratively, they apply imaginative and innovative strategies to develop creative design options, including those that are not immediately obvious, and plans for production.

Students continue to develop a variety of drawing and modelling techniques and computer assisted methods to visualise design ideas and concepts, and generate alternative options. After selecting and justifying the best design option, they develop a logically sequenced outline of the major stages of production and a list of materials/ingredients and/or systems components and quantities required. Students use numeracy skills to calculate quantities, sizes and/or expected outputs. They produce the product/system, using tools, equipment, machines and materials/ingredients safely and wear personal protective clothing and equipment if appropriate. Students develop a basic understanding of the risk assessment process. With direction, they choose and use increasingly complex production techniques and equipment; for example, a soldering iron, wire cutters, a food processor and electric beater, a hand plane, pedestal drill, overlocker, and report faults with tools and equipment. They reflect on and record the progress of their production activities, and make changes if required.

Concentrating on the aesthetic, functional features and/or performance of the product/system, students consider how it, and the processes used to develop it, could be improved, and compare it to other similar products/systems. They discuss and develop evaluation criteria to analyse and evaluate their completed product/system and consider the social and environmental impacts of their own and others’ products. They analyse and evaluate an innovative, recently developed and commercially available product or system and consider its benefits and drawbacks to user/consumer and manufacturer/producer.

Standards

Investigating and designing

At Level 5, students use various strategies and sources of information to investigate and research a range of factors relevant to more sophisticated design briefs to which they have contributed. During the design process they clarify their understanding of design brief requirements and their design ideas by gathering, responding to and providing feedback to others. They develop evaluation criteria from the design brief to inform their judgments during the design process. They use a variety of drawing and modelling techniques to visualise design ideas and concepts. Students demonstrate understanding of design elements and principles and use appropriate technical language.

Students understand and logically sequence major stages of production, and calculate and list materials/ingredients and quantities needed for production. They record and communicate their ideas using a variety of media that includes information and communications technology equipment, techniques and procedures.

Producing

At Level 5, students work safely/hygienically with a range of tools and equipment, including some which are complex, and manage materials/ingredients, components and processes to produce products and systems, taking full account of the appropriateness of their properties, characteristics or expected outputs in meeting requirements of design briefs.

They make modifications during production, providing a sound explanation for changes that demonstrates reflection, research, responsiveness to feedback, and use of evaluation criteria.

Analysing and evaluating

At Level 5, students select appropriate equipment and techniques to safely test and evaluate the performance of their products/systems. They suggest modifications to improve their products/systems in light of evaluation of their performance, function and appearance. They recommend improvements to the performance, function and appearance of others’ product/systems. They describe and analyse the social and environmental impacts of their own and others’ designs, products and technological systems.

Learning focus

As students work towards the achievement of Level 5 standards in English, they consolidate and expand their knowledge and understanding of a range of texts and appreciate how to use formal language to construct texts for school purposes, and for purposes relevant to their lives beyond school.

Students begin to respond in more detached and critical ways to a wide range of print, visual, electronic and multimodal texts that explore familiar and more challenging themes and issues. They include literary texts such as novels, short stories, plays and poetry, and informative and persuasive texts including everyday texts and media texts. Students discuss texts analytically and develop confidence in the use of metalanguage to describe and discuss particular structures and features of language. They explore the power of language and the ways it can influence roles and relationships and represent ideas, information and concepts. They learn that texts can be created for multiple purposes.

Students read and interpret texts that present some challenging issues. They compare texts that explore similar themes and ideas, and recognise that writers can express views and values other than their own. They develop a critical understanding about the ways that writers and producers of texts try to position readers to accept particular views of people, characters, events, ideas and information. They discuss the ways in which persuasive texts present opinions and evidence, justify positions and persuade.

Students learn to use formal language to construct spoken and written texts for a range of purposes and audiences. They extend their knowledge of the structure of a variety of text forms (such as narratives, transactions, reports, procedures, explanations and persuasive texts) and practise writing expressively and in detail about challenging ideas and information. They continue to adjust their writing in response to purpose, context, and audience needs. They improve the accuracy and readability of their writing through the use of appropriate spelling and punctuation, and the control of tenses, subject-verb agreement and noun-pronoun agreement. They continue to develop their planning, drafting, editing and proofreading skills, using computer technology to organise, format, revise and present their texts.

Students work cooperatively in discussion groups, using talk to explore and analyse challenging themes and issues. They develop their skills in identifying main issues in a topic, providing supporting detail and evidence for opinions, asking relevant clarifying questions and building on the ideas of others. They apply their knowledge of spoken texts and oral language to experiment with techniques to influence audiences, including vocabulary, rhythm, intonation, timing, pausing, body language and facial expression. They examine how situational and sociocultural factors affect audience responses and the impact of different text and sentence structures on readers and viewers. They explore ways of using multimodal texts to enhance visual and verbal communication.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Communication Level 5 learning focus statement, incorporates aspects of the Year 7 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 5 standards in Health and Physical Education, they develop and refine a range of movement and manipulative skills; for example, gymnastics routines and high-level ball skills such as shooting a basket in basketball or spiking a volleyball. They participate in a variety of team and individual games and activities, using and building on skills and strategies from other sports as well as continuing to develop new, sport-specific, skills.

Students develop their swimming stroke techniques and proficiency in a range of water safety skills as they participate within an aquatic environment. This could include: swimming for a continuous distance of 150 metres, changing between freestyle, backstroke, breaststroke or survival backstroke; and while clothed, performing correct survival techniques, including sculling, treading water, floating and survival strokes for an extended period of time in a pool or open water. During participation in a range of outdoor recreation and adventure activities, students develop skills, knowledge and behaviours which enhance safe participation in these activities. For example, as part of a bushwalking activity, students could develop an understanding of appropriate clothing and footwear required and the need for sun protection and access to drinking water.

Students explore views about fitness and suggest what fitness might mean to various groups in society. They develop their understanding of the physical, mental, social and emotional benefits of participation in physical activity, and examine factors which influence such participation. They consider the relationship between physical activity, fitness and health, and explore ways to measure their own fitness and physical activity levels. They explore the relationship between their physical activity and nutrition in order to understand how they can maintain physical health. They investigate and address positive and negative motivational factors that influence the value they place on participating in physical activity. They are introduced to the components of performance-related fitness, and learn how to analyse and evaluate sports and activities from this perspective.

Students engage in activities which develop strategic thinking and tactical knowledge to improve individual and team performance in competitive sports or games. They collaborate with team members planning strategies and practising set plays for responding to games-based tactical challenges. Students observe peer performance, developing and using criteria to provide precise feedback about the performance of motor skills and tactics used in a specific sport or game. They also monitor and analyse their own performance.

Students undertake a variety of roles in team games (for example, player, coach, umpire or administrator) and reflect on their experiences. They respect the right of others to participate. They reflect on their own personal and social behaviours in physical activity settings, and how they contribute to creating an inclusive and supportive environment for learning and fair play.

Students continue their study of the changes associated with adolescence by identifying what changes have already occurred and what changes (physical, social and emotional) they can expect to experience. They describe the influence of the family on shaping personal identity and values. They explain how community attitudes and laws influence the sense of right and wrong.

In developing strategies to minimise harm and to protect their own and others’ health, students consider health resources, products and services, and the influences of the law, public health programs, their conscience, community attitudes, and religious beliefs. They begin to clarify a cohesive set of personal values and how they could be used to improve their health.

Students describe the health interests and needs of young people as a group, including those related to sexual health (for example, safe sex, contraception, abstinence and prevention and cure of sexually transmitted infections) and drug issues (for example, tobacco, alcohol, cannabis use). They explore actions at personal, family and societal levels that help to meet these needs, and identify the influences of individuals and groups. They explore ways of dealing with change, especially the social and emotional aspects of transition from primary to secondary school. They learn how to access reliable information about health issues affecting them and to identify barriers and enablers to accessing health services.

Students reflect on the range of influences on personal food intake: peers, advertising, mass media, mood, convenience, habit, cultural beliefs and values, and access to food products and services. They explore topical issues related to eating, and identify personal and community factors that influence their own food selection. Students consider the nutritional requirements for growth and activity at different stages of life, and learn to set nutritional goals using food-selection models. They learn how to analyse nutritional information provided in advertising and product labels, and to make decisions about how this information can be used by, or influence, individuals in their food choices.

Standards

Movement and physical activity

At Level 5, students proficiently perform complex movement and manipulative skills. Students measure their own fitness and physical activity levels and identify factors that influence motivation to be physically active. They maintain regular participation in moderate to vigorous physical activity and analyse and evaluate their level of involvement in physical activity. They combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.

Health knowledge and promotion

At Level 5, students describe the physical, emotional and social changes that occur as a result of the adolescent stage of the lifespan and the factors that influence their own development. They describe the effect of family and community expectations on the development of personal identity and values. They identify outcomes of risk-taking behaviours and evaluate harm-minimisation strategies. They identify the health concerns of young people and the strategies that are designed to improve their health. They describe the health resources, products and services available for young people and consider how they could be used to improve health. They analyse a range of influences on personal and family food selection, and identify major nutritional needs for growth and activity.

Learning focus

As students work towards the achievement of Level 5 standards in Economics, they develop an understanding of the nature of scarcity, opportunity cost and resource allocation, and how these influence the Australian economy.

They consider the use, ownership and management of resources in personal, business and community contexts, and participate in activities in which they begin to appreciate that economic choices involve trade-offs that have both immediate and future consequences. They learn that a market, consisting of buyers and sellers, is one method of allocating resources. Students begin to identify markets in which they participate, and how the interaction of buyers and sellers influences prices. They explore how access to resources is a significant factor in determining income levels and appreciate that people's incomes, in part, reflect choices they have made about education, work, careers and skill development.

Students develop personal financial literacy skills and an understanding of the importance of being an informed consumer. They practise making informed consumer decisions. They consider the nature of current and future work opportunities and factors that influence such opportunities. They learn about the nature of business and business ownership, and begin to gain an understanding of concepts such as risk-taking, competition, and supply and demand.

Students learn about the role of government in influencing economic activity and managing the economy.

Students use the inquiry process to plan economic investigations, analyse and interpret data, and form conclusions supported by evidence. For example, students investigate the way resources are allocated in various markets such as the housing market, the Australian Football League players’ market, the local community market and the chocolate market. They begin to form and express opinions on economic issues that interest and/or impact on them personally, or locally and nationally.

Standards

Economic knowledge and understanding

At Level 5, students explain the nature of the economic problem and how economic choices involve trade-offs that have both immediate and future consequences. They explain key factors that influence the Australian economy, including the quantity and quality of factors involved in production, resource use, ownership and management, and types of businesses. Students make informed economic and consumer decisions, demonstrating the development of personal financial literacy. They describe factors that affect choice of employment and opportunities for current and future work, and explain the relationship between education, training and work opportunities. Students identify and describe ways the government influences economic outcomes at the personal, local and national level.

Economic reasoning and interpretation

At Level 5, students use the inquiry process to plan economics investigations, analyse and interpret data, and form conclusions supported by evidence. They form and express opinions on economic issues that interest and/or impact on them personally, or locally and/or nationally.

Learning focus

As students work towards the achievement of Level 5 standards in Geography, they use a variety of geographic tools and skills, together with an inquiry-based approach, to investigate the characteristics of the regions of Australia and those surrounding it: Asia, the Pacific and Antarctica. They explore how and why, over time, human and physical interactions produce changes to the characteristics of regions, for example, settlement patterns and agricultural and urban land use.

Students extend their knowledge and understanding of physical phenomena, including natural hazards, and of the physical processes that produce them. They identify patterns of distribution and occurrence of major physical features and their interrelationship with human activities such as farming, fishing, manufacturing and settlement. Students become aware of contrasts within the regions of Australia and those surrounding it from their investigation of a number of smaller regions such as South-East Asia, the South Pacific nations and Papua New Guinea. They develop an appreciation of differences in the culture, living conditions and outlooks of people, including the Aboriginal and Torres Strait Islander peoples, in these areas.

Students investigate environmental issues such as forest use and global warming. They begin to design policies, and evaluate existing policies, for managing the impact of these issues and ensuring the sustainability of resources.

Students apply their knowledge and understanding of scale, grid references, legend and direction to use large-scale maps (such as topographic maps), as sources of spatial information, as well as other spatial representations (such as those found in atlases and geographic information systems). Students research and analyse photographs, maps, satellite images and text from electronic media and add these to their presentations.

Observing basic mapping conventions, students learn to draw overlay theme maps. They recognise that parts of the Earth’s surface can be represented in various ways, at different scales, and from different perspectives on a range of maps, photographs and satellite images. They are provided with opportunities to collect and process data and present a summary of results using a range of techniques such as sketch maps, graphs and electronic media (such as geographic information systems and spreadsheets).

Students undertake fieldwork to investigate the characteristics of a selected local region and the physical processes and human activities that form and transform it. Students are encouraged to participate in activities to contribute to the sustainable management of local places.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 7.

Standards

Geographic knowledge and understanding

At Level 5, students demonstrate knowledge and understanding of the characteristics of the regions of Australia and those surrounding it: Asia, the Pacific and Antarctica. They explain, using examples, how the interaction of physical processes and human activities create variations within the regions. They use evidence and appropriate geographical language to explain contrasts within smaller regions surrounding Australia. Students describe differences in culture, living conditions and outlook, including attitudes to environmental issues, in these regions. They demonstrate understanding of environmental issues based on inquiry and propose ways of ensuring the sustainability of resources.

Geospatial skills

At Level 5, students collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms. They construct overlay theme maps using map conventions of scale, legend, title, and north point. They identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, oral, visual and graphic forms.

Learning focus

As students work towards the achievement of Level 5 standards in History, they develop knowledge and understanding about ancient and medieval societies and their role in providing the foundations of modern society. They consider why people at the end of the medieval period set out to discover the unknown world. They investigate some voyages of this period and New World discoveries during the Age of Exploration. Ancient societies could include civilisations of China, Rome, Greece and Egypt. Medieval societies could include those from England, Europe, Asia or an Islamic society. The Age of Exploration could include the discoveries of the Portuguese explorers, Christopher Columbus, Ferdinand Magellan, Francis Drake, the French explorers, Henry Hudson and James Cook. This learning enhances students’ knowledge and use of historical concepts such as time – chronology and sequencing, change and continuity – and cause and effect, and develops a broad historical map which allows them to locate periods of history within a timeframe.

Students explore key concepts of democracy, governance, the rule of law, justice, religion, liberty, authority, leadership, culture and feudalism. Students begin to use a variety of sources that record the features of these past societies. They investigate daily life, the role and work of various groups, the division of labour between men and women, education, rituals and family. They explore the values and beliefs of societies through their religions, myths and legends, and their social and political structures. Students examine the ways the culture was expressed through art, music, literature, drama, festivals and education. They learn about key events, significant individuals, and the influence of trade and contact with other cultures.

Students explore the legacies of ancient and medieval societies for contemporary societies. For example, they consider the origins of written law, democracy and the calendar; the limitations on the power of the monarchs (through the Magna Carta, the rule of law and the writ of habeas corpus); and the origins of major world religions.

Through their investigations, students develop their understanding of change and continuity over time, and the open-ended nature of historical inquiry. Students examine the influence of ancient and medieval societies on the present day, and make comparisons with contemporary societies.

Students begin to frame key research questions to guide their investigations, plan their inquiries, locate sources and use appropriate historical evidence to present a point of view, and report on their findings. They learn to use primary and secondary sources, and begin to evaluate historical sources for meaning, completeness, point of view, values and attitudes. They reflect on some of the strengths and limitations of historical documents. They use historical concepts such as time, evidence, continuity and change, and historical conventions such as documenting sources by using a bibliography and footnotes. They present their understanding in a variety of forms such as annotated timelines, multimedia presentations, posters, charts, diagrams, reports, case studies, biographies and oral reports.

Standards

Historical knowledge and understanding

At Level 5, students analyse and describe key events in ancient and medieval societies. They use a variety of sources to describe key aspects of these societies. They describe aspects of daily life in these societies such as work, the division of labour, family, clothing, housing and education. They explain key features of community life including myths and legends, religious beliefs and practices and cultural expressions such as art and drama. They analyse the ways that ancient and medieval societies were governed, identify political features and explain the nature of the political system, the dominant groups and how they established and maintained power. They describe the roles of key individuals and evaluate their contributions and legacies.

Students analyse change and continuity over time and compare key aspects of past and present societies; for example, aspects of daily life, social and political ideas and structures, and cultural values and beliefs. They demonstrate understanding of key concepts such as democracy, governance, the rule of law, justice, religion, liberty, authority, leadership, culture and feudalism. They explain the influences of ancient and medieval societies on contemporary societies.

Historical reasoning and interpretation

At Level 5, students frame key research questions, plan their investigations, and report on their findings. They use a range of primary and secondary sources including visual sources that record features of the societies in their investigations. They identify the content, origin, purpose and context of historical sources. They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. They use relevant historical evidence, concepts and historical conventions such as bibliographies to present a point of view. Students use a variety of forms to present their understanding.

Learning focus

As students work towards the achievement of Level 5 standards in Information and Communications Technology, they learn to use a variety of ICT tools and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. For example, a graphic organiser such as an interaction outliner can be used to help structure thinking about the actions, reactions and outcomes of two groups associated with an issue; and rule-using software such as databases and spreadsheets enable the filtering and classifying of data and information in order to make more informed decisions. Students begin to use ICT tools and peripherals, such as dataloggers, to support the input of data for sensing, monitoring, measuring or controlling sequences and events. Through practice, students become skilled in judging the capabilities and limitations of these tools and techniques as aids to learning.

In addition, students use ICT tools to retrace the decisions made and actions taken when learning and problem solving; for example, by using a range of symbols, charts, images, sound and text, students can create a flow chart that maps their thinking processes and actions. Students reflect on the effectiveness of these saved thinking process maps and retrieve relevant ones to guide future applications.

Students become efficient users of ICT for planning collaborative projects that involve creating information products and solving problems. Using software such as word processors and spreadsheets, and using techniques such as tables and shading, they develop project plans that sequence tasks, estimate timelines and record task responsibilities where teams are involved. Team members record and monitor progress through shared electronic files. Students use the operating system facilities to manage their desktop workspace and organise their files in a way that assists their personal learning style. They learn to save and retrieve compressed files and develop an understanding of the characteristics of different file formats, such as .jpeg, .gif and .avi.

Students develop their knowledge about the characteristics of data by manipulating various data types, such as text, sound, numbers and images (still and moving), to create formatted information products; for example, essays and reports, animated slide shows, and websites, brochures and cartoons. They plan the design of products, influenced by generally accepted ICT presentation conventions, and develop criteria for evaluating the effectiveness of each presentation style. These include meeting audience/user needs and communicating a message effectively. Students make ongoing modifications to their products to improve their efficiency and effectiveness, such as testing the functionality of parts of a solution, correcting typographical errors and editing to clarify the meaning of the message.

Students apply their knowledge of data characteristics to solving problems; for example, when calculating the time it takes to travel to a distant planet using various fuels, they elect to use spreadsheet software because it is designed to manipulate numeric data, unlike word-processing software, which is designed to format text.

Students explore the distinction between legal and illegal uses of ICT and create information products that comply with ICT intellectual property law. This particularly relates to copyright.

Students develop and manage their digital bank of evidence, developing, for example, an electronic portfolio for a range of audiences, including teachers, parents and potential employers, and use this to demonstrate and monitor their learning progress in all areas of the curriculum.

They select appropriate search engines and use complex search strategies (for example, Boolean) to locate information from the Internet and other sources, and they evaluate the credibility, accuracy, reliability and comprehensiveness of this information. They organise and store gathered information to enable easy retrieval. They access online interactive e-learning tools to help them to develop knowledge in all areas of the curriculum.

Students use email software functions to organise their email mailbox. For example, they clean up, archive and sort email to allow the efficient and secure storage and retrieval of relevant messages and/or attachments. They access appropriate websites and online forums such as blogs and chat sites, to locate information and to share ideas, applying protocols that respect other users and that protect the personal safety of students. They publish their work on the Internet after it has been tested and evaluated.

National Statements of Learning

This learning focus statement incorporates the Year 7 National Statement of Learning for ICT.

Standards

ICT for visualising thinking

At Level 5, students select and apply ICT tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas. They use rule-using software to assist with problem solving and decision making.

Students retrieve and modify successful approaches to visualising thinking for use in new situations. They explain what features of the new situations influenced their decisions to use particular ICT tools and techniques.

Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. They evaluate the strengths and weaknesses of their decisions and actions in the given situations.

ICT for creating

At Level 5, students independently use the operating system to manage their desktop workspace. They organise their folders logically, appropriately name and locate files for sharing with others and apply techniques to facilitate the easy handling of large files.

When creating information products, students prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative projects. Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. During the processing stage of collaborative work, students monitor project plans and record reasons for adjusting them. They apply criteria to evaluate the extent to which their information products meet user needs and comply with intellectual property laws. They use ICT in a safe, efficient and effective manner.

Students keep their bank of digital evidence up-to-date, and ensure it is easy to navigate, complies with ICT presentation conventions and demonstrates a diversity of ICT skills and knowledge.

ICT for communicating

At Level 5, students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They judge the integrity of the located information based on its credibility, accuracy, reliability and comprehensiveness.

Students share their ideas through their blog, website or other public forums, which are correctly formatted, comply with ICT conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose.

Students organise their email mailbox into a logical structure and maintain it. They evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.

Learning focus

As students work towards the achievement of Level 5 standards in Interpersonal Development, they develop positive relationships through understanding and respecting others. They participate in activities which enable them to identify the differing values and beliefs held by individuals in local, national and global contexts, and reflect on the impact these may have on relationships.

They learn how to manage their emotions and behaviour in their relationships, especially with peers. They consider the needs of others and ways of responding with appropriate sensitivity, learning to adapt their behaviour and language to suit different settings. Exploring appropriate scenarios, students learn that while they need to value friendship and respect confidentiality, in certain circumstances confidentiality may need to be breached. They manage their impulses to encourage harmonious collaborations and relationships.

In a variety of forums, students investigate various forms of bullying and the consequences for the bully and the victim. They also explore other forms of conflict in both local and broader contexts. Through experience and reflection, students come to understand the need for empathy for others. They develop and practise appropriate skills in conflict resolution. Students explore how peers may influence the way they respond to others. They continue to identify strategies to build and maintain positive social relationships; for example, by acknowledging and celebrating the diversity of individuals, recognising peer influence on their own behaviour, showing sensitivity to cultural diversity, recognising and accommodating others’ strengths and weaknesses and acknowledging the existence and possible implications of different values and beliefs.

Students work in teacher- and student-selected teams to complete short- and long-term tasks of varying complexity. When selecting team members, they are encouraged to recognise differing capabilities and are increasingly able to select a team which acknowledges the advantage of including students with a variety of learning and thinking styles.

In their teams, students gain experience in a variety of different roles and reflect on those roles which they prefer. They participate in tasks which require them to build knowledge cooperatively to achieve a shared purpose, and reflect on the contribution they have made and how it could be improved. They also consider how the effectiveness of the team could be improved.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 7.

Standards

Building social relationships

At Level 5, students demonstrate respect for the individuality of others and empathise with others in local, national and global contexts, acknowledging the diversity of individuals. They recognise and describe peer influence on their behaviour. Students select and use appropriate strategies to effectively manage individual conflict and assist others in resolution processes.

Working in teams

At Level 5, students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe. They reflect on individual and team outcomes and act to improve their own and the team’s performance.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 5, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They investigate the important elements that make up a language system and the particular functions of grammatical concepts, and learn that words may not have a direct equivalent in another language.

They begin to understand and use the language other than English within the world of teenage experience, on topics related to general interest, topics drawn from other domains and the world of learning. They start to exchange personal information, opinions, ideas, feelings and plans orally and through correspondence. They continue to adapt the language they use to suit the communication context, and practise managing shifts of topic and speaker. They explore the structure of texts and distinguish between major points and detail. Using various print and electronic resources such as dictionaries, reference books, CD-ROMS and websites, they locate and interpret information. They gain insight into the process of independent language learning.

Students reflect on culture and language, and the skills that can be acquired in intercultural understanding and language awareness. They begin to generalise and reflect on the relationship between languages and cultures beyond both English and the language being studied. They consider deeper cultural knowledge through the medium of the language, including concepts such as the cultural group’s own names for its cultural and communicative practices.

Activities include a wide range of listening, speaking, reading and writing tasks as well as tasks that integrate these macro skills with intercultural understandings and language awareness. Students consider the audience, purpose and appropriate language for each communication task.

Students communicate by referring to models and responding to prompting. They extend their knowledge of language and cultural understandings and use this knowledge to inform self expression in oral and written communication. They experiment with language and approximate accurate applications in new contexts and in open-ended situations. They explore a range of communicative tools and technology in their own research and development of original language.

Standards

Communicating in a language other than English

At Pathway 1 Level 5, students recall most of the main ideas, objects and details presented with a topic in the language. They use a range of strategies to assist in listening comprehension.

Students adapt language and gesture appropriately for the role, audience and purpose of the interaction, demonstrating awareness of the cultural and language requirements of a range of situations associated with the topics being studied.

Students participate effectively in interactions such as role-plays and conversations on simple topics. They create simple original text for specific audiences and purposes in print and electronic form. They write paragraphs and linked sequences, using appropriate script and language related to the topic.

Students critically review their own writing. They draft their writing and use a variety of writing techniques and tools to present information in a range of text types. They locate and download information in the language from a variety of print and electronic resources including dictionaries and reference materials.

• Roman alphabetical languages
• Students read silently and aloud to extract and/or communicate information. They write and edit their own work in the language and identify areas where they need further assistance. They use accents, tone markers and punctuation where appropriate for the topic and context of the writing. They write in linked paragraphs for specific purposes.

• Non-Roman alphabetical languages
• Students read short passages silently and aloud to extract and/or communicate information. They apply their knowledge of a range of accent markers and punctuation in reading and writing familiar and unfamiliar texts. They write in linked sentences and paragraphs on a topic.

• Character languages
• Students read short, modified texts related to the topics being studied, silently and aloud. They apply knowledge of characters and punctuation in new contexts and extend their range of familiar characters. They write paragraphs by following modelled examples. They use strategies for checking and self-correcting their character use, including information and communications technology applications.

• Sign language
• Students demonstrate understanding of authentic and modified signed texts, including discussions, presentations and conversations emphasising communication between two or more participants. They present and request information and opinions on curriculum topics and topics of interest in class discussions, presentations and conversations, and justify decisions, express personal views and provide advice. They effectively use information and communications technology applications for recording and communicating in signed language.

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 5, students actively participate in the creation and maintenance of the language and cultural ambience in the classroom. They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken.

Students demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language. They interact with a variety of speakers of the language from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities.

Students express their own views and values in relation to simple scenarios or propositions.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 2 Level 5, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They understand that these influence Australian life and culture. They also learn about the basic geography and history of the country or countries where the language other than English is used and make comparisons with Australia and other countries associated with the languages they have previously studied.

Students learn why there are similarities and differences between languages, and how these are related. They begin to have a grasp of the history of the language they are studying and its links with other languages.

Students begin to understand and use the language within the world of their own experience, including the world of learning, with some topics drawn from other domains. They participate in activities where they practise exchanging simple personal information on topics such as self, friends, family, time, school, likes, dislikes, foods, daily routines and pastimes. They talk about themselves in response to questions, and learn to ask questions.

They begin to write short paragraphs, initially based on models and on memorised sequences, eventually developing independence. They apply basic word-processing skills using the language.

Students are increasingly aware that there are technical terms for parts of sentences, and that they need to reflect on words, and their function and place in a sentence. They learn to differentiate between, and pronounce, sounds and to make use of cognates between languages. They consciously consider aspects of grammar and approach language learning as a problem solving activity.

They make logical attempts to decipher meaning from written and spoken input, and use print and electronic resources such as dictionaries and CD-ROMs. They learn strategies for retaining language information for later use in new applications, and understand how parts of the language system work. Greetings, introductions, songs and other simple routines are used to introduce the sounds of the language and to encourage students to use the language. From the beginning, students are exposed to words, phrases and basic sentences in the language. As far as possible, students are immersed in hearing the language, whose meaning is made clear by:

• gestures (for example, indicating, touching)
• dramatisation (for example, role-playing, costume wearing, doll making, scenarios, imitating characters)
• singing (for example, acted parts, participation rhymes, choral practice)
• activities (for example, painting, Internet or multimedia games, digital learning objects, intercultural awareness games)
• conversing (for example, repeating teacher models, asking and answering scaffolded questions, identifying objects and their characteristics, using ‘here and now’ cues, labelling classroom and home objects)
• viewing (for example, video, graphic, visual and other stimulus material)
• dance
• reading aloud (for example ancient texts which develop a knowledge of pronunciation and delivery in order to gain a full appreciation of the literary qualities of these texts) etc.

Students participate in a range of activities including cooking, physical education, games, drawing and puppet making which locate the language in real communication contexts, hearing extended but simple stretches of the language and gradually using it themselves.

Students communicate by referring to a range of models and responding to teacher prompting. They begin to perform in open-ended situations, allowing variation and extension of language applications. They speak and write effectively, approximating meaning and authentic language use within defined topics and contexts.

Standards

Communicating in a language other than English

At Pathway 2 Level 5, students introduce themselves, greet and farewell others using the appropriate register and reproduce modelled use of language. They exchange simple information on topics such as daily routines and aspects of their world. They talk about themselves in response to questions, and ask questions in response. Students manipulate modelled language. They read or listen to passages and extract basic factual information on defined topics.

Students demonstrate effective sound discrimination. In tone languages, students discern all the tone patterns in slowed speech.

Students describe and use culturally-specific gestures and body language. They show awareness of the language requirements of a range of specific situations related to a given topic, and 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.

Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their own work.

• Roman alphabetical languages
• Students identify similar letters that sound different in the language. They read a range of short, and sometimes modified, texts for meaning. They read aloud and attempt to apply knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts. They express themselves through writing in sentences and paragraphs in print and electronic form.

• Non-Roman alphabetical languages
• Students describe the different writing system and write letters, words and short sentences. They read short passages for meaning. They practise reading aloud and attempt to apply knowledge of a range of accent markers and punctuation in a variety of contexts. They express themselves through writing, in print and electronic form, by generating original sentences which may be linked to form paragraphs.

• Character languages
• Students discuss the differences between writing systems across languages. They read short, modified texts for meaning. They read aloud effectively, applying knowledge of familiar characters and punctuation in a range of contexts. They write characters using appropriate conventions for producing them (for example, with accurate shape and stroke order) and for the organisation of extended writing. They use pinyin/römaji for basic word-processing. They use strategies including information and communications technology applications, for checking and self-correcting their character use.

• Sign language
• Students interpret information by comparing, discussing options and drawing conclusions. They create simple signed sequences to provide factual information and manipulate formulaic language to express personal meanings in live and simulated situations. They use information and communications technology applications for recording and conveying signed meaning.

• Classical languages For Classical languages, the complete standard is provided below:
• Students read and interpret a range of significantly modified texts for meaning and extract basic factual information on defined topics. Students begin to write simple sentences using modified texts as a guide. They demonstrate an understanding of word meanings, word associations, cognates and derivatives and apply this knowledge to their own work. They manipulate modelled language at the level of simple sentences.and identify, describe and discuss simple linguistic and grammatical structures of the language. Students show an understanding of morphological features such as case, gender, number, person, tense, mood and the importance of grammatical agreement. They demonstrate effective sound discrimination.
  
  For Latin, students identify similar letters that sound different in the language, and read aloud, attempting to apply knowledge of pronunciation.
  
  For Classical languages with a non-Roman alphabet, such as Classical Greek, students describe the different writing system and write letters, words and short sentences. They describe and discuss additional elementary linguistic structures, such as particles and aspect.

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 2 Level 5, students actively contribute to the establishment of a physical and language environment in the classroom that reflects the language and culture. They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken.

Students demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language.

They interact with a variety of speakers of the language, possibly from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities. Students of a classical language demonstrate an understanding of the target culture from an historical perspective leading to an appreciation of ancient life, history and culture associated with the language.

Students express their own views and values in relation to simple scenarios or propositions.

Learning focus

As students work towards the achievement of Level 5 standards in Mathematics, they construct mathematical models to explore and describe the physical world. They recognise the importance of mathematics in a technological society.

In Number, students investigate and explore whole numbers and fractions as squares, square roots and other simple powers. They express natural numbers as products of prime number factors.

Students use number lines and materials to compare quantities using ratios, and to form equal ratios using proportion. They use ratios of number pairs to understand constant rate of change. They use number lines, graphs, numerical or algebraic means to solve proportion problems and percentage problems as proportion relative to 100.

Students use patterns with division to develop understanding of infinite decimals, and recognise the existence and applications of non-repeating infinite decimals (for example, π). Students use mental, written or calculator methods for computations, including multiple operations using rounding and estimation to provide suitable answers for practical situations. They use materials and patterns to understand binary numbers and to add and subtract using this notation.

In Space, students construct shapes and regular polygons to given specifications. They explore the properties of angles formed by intersecting straight lines. They use ideas of congruency and similarity to create and describe designs and tessellations. They use nets and isometric diagrams for common three-dimensional shapes to construct corresponding geometric objects. They use perspective to draw three-dimensional objects on paper.

Students interpret and use a range of familiar and common maps of locations from small to large scale, using plans and grids. They explore the patterns formed by following procedures involving simple transformations or movements around grids. They use networks to represent relationships in everyday life (for example, a tree diagram for a family tree and a network to show the route used to travel to school).

In Measurement, chance and data, students use metric units to estimate and measure length, perimeter, area, surface area, mass, volume, capacity, angle in shapes and solids, time, and temperature. They convert metric units into smaller or larger units as required. They judge the accuracy of their estimates by measurement and calculate error. They use mensuration formulas (for example, for area and perimeter of circles, area and perimeter of triangles and parallelograms, and the surface area and volume of prisms and cylinders). They solve problems involving simple rates (per unit time or area).

Students estimate probability from simulations involving generation of random numbers and data of long-run frequencies. They calculate theoretical probabilities involving one- and two-event trials.

Students take samples in order to make inferences and predictions about a population. They learn to present data in appropriate graphical formats. They calculate and interpret summary statistics (mean, median, mode and range).

In Structure, students use diagrams to show the relationships between natural, integer, rational and irrational numbers. They give examples of the use of number properties (commutative, associative and distributive) and use counter-examples to show where they do not apply. They test logical equivalence of sentences using the quantifiers none, some and all and set operations of complement, intersection and union, by means of diagrams.

Students use the opposite of any integer for addition, and the inverse of any rational number for multiplication (reciprocal) to rearrange formulas and simple algebraic expressions and to solve equations. They use linear and other simple functions of a single variable, to explore number patterns and provide models for practical situations. They represent functions by tables of values, ordered pairs, graphs and rules applied over a given domain. They solve equations and inequalities with a sequence of inverse operations.

When Working mathematically, students determine different but equivalent ways to describe a set, using attributes linked by and, or, not, and by ideas of implication and equivalence. They generalise from multiple examples and informally justify those generalisations. They use linear and other simple mathematical models to explore practical situations. They make and test predictions from these models (including interpolation and extrapolation). They use technologies such as geometry software, graphics calculators and spreadsheets.

National Statements of Learning

This learning focus statement, with the following elaboration, incorporates the Year 7 National Statement of Learning for Mathematics.

Elaboration:

They construct three-dimensional objects from … isometric diagrams.

Standards

Number

At Level 5, students identify complete factor sets for natural numbers and express these natural numbers as products of powers of primes (for example, 36 000 = 2⁵ × 3² × 5³).

They write equivalent fractions for a fraction given in simplest form (for example, 2/3 = 4/6 = 6/9 = … ). They know the decimal equivalents for the unit fractions 1/2, 1/3, 1/4, 1/5, 1/8, 1/9 and find equivalent representations of fractions as decimals, ratios and percentages (for example, a subset: set ratio of 4:9 can be expressed equivalently as 4/9 = 0.4 ≈ 44.44%). They write the reciprocal of any fraction and calculate the decimal equivalent to a given degree of accuracy.

Students use knowledge of perfect squares when calculating and estimating squares and square roots of numbers
(for example, 20² = 400 and 30² = 900 so √700 is between 20 and 30). They evaluate natural numbers and simple fractions given in base-exponent form (for example, 5⁴ = 625 and (2/3)² = 4/9). They know simple powers of 2, 3, and 5 (for example, 2⁶ = 64, 3⁴ = 81, 5³ = 125). They calculate squares and square roots of rational numbers that are perfect squares (for example, √0.81 = 0.9 and √9/16 = 3/4). They calculate cubes and cube roots of perfect cubes (for example, ³√64 = 4). Using technology they find square and cube roots of rational numbers to a specified degree of accuracy (for example, ³√200 = 5.848 to three decimal places).

Students express natural numbers base 10 in binary form, (for example, 42₁₀ = 101010₂), and add and multiply natural numbers in binary form (for example, 101₂ + 11₂ = 1000₂ and 101₂ × 11₂ = 1111₂).

Students understand ratio as both set: set comparison (for example, number of boys : number of girls) and subset: set comparison (for example, number of girls : number of students), and find integer proportions of these, including percentages (for example, the ratio number of girls: the number of boys is 2 : 3 = 4 : 6 = 40% : 60%).

Students use a range of strategies for approximating the results of computations, such as front-end estimation and rounding
(for example, 925 ÷ 34 ≈ 900 ÷ 30 = 30).

Students use efficient mental and/or written methods for arithmetic computation involving rational numbers, including division of integers by two-digit divisors. They use approximations to π in related measurement calculations
(for example, π × 5² = 25π = 78.54 correct to two decimal places).

They use technology for arithmetic computations involving several operations on rational numbers of any size.

Space

At Level 5, students construct two-dimensional and simple three-dimensional shapes according to specifications of length, angle and adjacency. They use the properties of parallel lines and transversals of these lines to calculate angles that are supplementary, corresponding, allied (co-interior) and alternate. They describe and apply the angle properties of regular and irregular polygons, in particular, triangles and quadrilaterals. They use two-dimensional nets to construct a simple three-dimensional object such as a prism or a platonic solid. They recognise congruence of shapes and solids. They relate similarity to enlargement from a common fixed point. They use single-point perspective to make a two-dimensional representation of a simple three-dimensional object. They make tessellations from simple shapes.

Students use coordinates to identify position in the plane. They use lines, grids, contours, isobars, scales and bearings to specify location and direction on plans and maps. They use network diagrams to specify relationships. They consider the connectedness of a network, such as the ability to travel through a set of roads between towns.

Measurement, chance and data

At Level 5, students measure length, perimeter, area, surface area, mass, volume, capacity, angle, time and temperature using suitable units for these measurements in context. They interpret and use measurement formulas for the area and perimeter of circles, triangles and parallelograms and simple composite shapes. They calculate the surface area and volume of prisms and cylinders.

Students estimate the accuracy of measurements and give suitable lower and upper bounds for measurement values. They calculate absolute percentage error of estimated values.

Students use appropriate technology to generate random numbers in the conduct of simple simulations.

Students identify empirical probability as long-run relative frequency. They calculate theoretical probabilities by dividing the number of possible successful outcomes by the total number of possible outcomes. They use tree diagrams to investigate the probability of outcomes in simple multiple event trials.

Students organise, tabulate and display discrete and continuous data (grouped and ungrouped) using technology for larger data sets. They represent uni-variate data in appropriate graphical forms including dot plots, stem and leaf plots, column graphs, bar charts and histograms. They calculate summary statistics for measures of centre (mean, median, mode) and spread (range, and mean absolute difference), and make simple inferences based on this data.

Structure

At Level 5 students identify collections of numbers as subsets of natural numbers, integers, rational numbers and real numbers. They use venn diagrams and tree diagrams to show the relationships of intersection, union, inclusion (subset) and complement between the sets. They list the elements of the set of all subsets (power set) of a given finite set and comprehend the partial-order relationship between these subsets with respect to inclusion (for example, given the set {a, b, c} the corresponding power set is {Ø, {a}, {b}, {c}, {a, b}, {b, c}, {a, c}, {a, b, c}}.)

They test the validity of statements formed by the use of the connectives and, or, not, and the quantifiers none, some and all, (for example, ‘some natural numbers can be expressed as the sum of two squares’). They apply these to the specification of sets defined in terms of one or two attributes, and to searches in data-bases.

Students apply the commutative, associative, and distributive properties in mental and written computation
(for example, 24 × 60 can be calculated as 20 × 60 + 4 × 60 or as 12 × 12 × 10). They use exponent laws for multiplication and division of power terms (for example 2³ × 2⁵ = 2⁸, 2⁰ = 1, 2³ ÷ 2⁵ = 2⁻², (5²)³ = 5⁶ and (3 × 4)² = 3² × 4²).

Students generalise from perfect square and difference of two square number patterns
(for example, 25² = (20 + 5)² = 400 + 2 × (100) + 25 = 625. And 35 × 25 = (30 + 5) (30 - 5) = 900 − 25 = 875)

Students recognise and apply simple geometric transformations of the plane such as translation, reflection, rotation and dilation and combinations of the above, including their inverses.

They identify the identity element and inverse of rational numbers for the operations of addition and multiplication
(for example, 1/2 + −1/2 = 0 and 2/3 × 3/2 = 1).

Students use inverses to rearrange simple mensuration formulas, and to find equivalent algebraic expressions
(for example, if P = 2L + 2W, then W = P/2 − L. If A = πr² then r = √A/πfor r > 0).

They solve simple equations (for example, 5x + 7 = 23, 1.4x − 1.6 = 8.3, and 4x² − 3 = 13) using tables, graphs and inverse operations. They recognise and use inequality symbols. They solve simple inequalities such as y ≤ 2x + 4 and decide whether inequalities such as x² > 2y are satisfied or not for specific values of x and y.

Students identify a function as a one-to-one correspondence or a many-to-one correspondence between two sets. They represent a function by a table of values, a graph, and by a rule. They describe and specify the independent variable of a function and its domain , and the dependent variable and its range. They construct tables of values and graphs for linear functions. They use linear and other functions such as f(x) = 2x − 4, xy = 24, y = 2^x and y = x² − 3 to model various situations.

Working mathematically

At Level 5, students formulate conjectures and follow simple mathematical deductions (for example, if the side length of a cube is doubled, then the surface area increases by a factor of four, and the volume increases by a factor of eight).

Students use variables in general mathematical statements. They substitute numbers for variables (for example, in equations, inequalities, identities and formulas).

Students explain geometric propositions (for example, by varying the location of key points and/or lines in a construction).

Students develop simple mathematical models for real situations (for example, using constant rates of change for linear models). They develop generalisations by abstracting the features from situations and expressing these in words and symbols. They predict using interpolation (working with what is already known) and extrapolation (working beyond what is already known). They analyse the reasonableness of points of view, procedures and results, according to given criteria, and identify limitations and/or constraints in context.

Students use technology such as graphic calculators, spreadsheets, dynamic geometry software and computer algebra systems for a range of mathematical purposes including numerical computation, graphing, investigation of patterns and relations for algebraic expressions, and the production of geometric drawings.

Learning focus

As students work towards the achievement of Level 5 standards in Personal Learning, they explore a range of preferred and non-preferred learning strategies and reflect on how various strategies contribute to their learning, recognising that particular learning tasks may require different strategies. They take greater responsibility for their own learning, making choices and decisions about their learning and considering their strengths and weaknesses.

With support, students identify difficulties in their understanding of new material and develop a range of strategies to aid comprehension and understanding. They use feedback from teachers and other adults beyond the school context to expand their content knowledge, making use of learning opportunities within the school such as specialist music or technology facilities and guest speakers, and outside the school such as experiential workshops and specialist laboratories. Students monitor their learning and study habits and use this information to work with the teacher to set learning goals. They identify the attributes of effective learners, such as risk-taking, persistence and flexibility, and use these criteria to evaluate their growth as learners.

Students understand, appreciate and monitor the impact of differing emotions on their learning. They manage impulsive behaviour by considering alternative courses of action in response to an idea or problem and possible consequences. They develop their understanding of the value of persistence, by exploring the relationship between effort and performance, using both their own experiences and those of others including their peers and people who have made significant contributions to society. They identify and employ strategies for maintaining a positive attitude.

Students reflect on the ethical aspects of dealing with others such as being honest and encouraging freedom of choice, and the advantages of acting responsibly in social and learning situations. They develop their skills in learning with and from their peers. They begin to take responsibility for the development and maintenance of a positive learning environment within and outside the classroom, recognising that individuals have different needs, opinions and goals and that compromises must be reached in determining acceptable group behaviours.

Students practise setting short-term and long-term goals, prioritising their available time and developing strategies for monitoring their progress towards goal achievement. They undertake a range of tasks and monitor, evaluate and refine their management strategies. They reflect on their study and revision strategies and develop and use criteria to evaluate their work.

Standards

The individual learner

At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding.

Students demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. With support, students determine learning improvement goals, justifying their decisions and making appropriate modifications as necessary. They consider both their own and others’ needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom.

Managing personal learning

At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home.

Learning focus

As students work towards the achievement of Level 5 standards in Science, they develop their understanding of The Law of Conservation of Energy and The Law of Conservation of Mass and apply these laws to familiar and new situations. They expand their knowledge of science to include abstract concepts, theories, principles and models drawn from traditional and emerging sciences. They apply these to particular situations. Examples include: changing the rates of chemical reactions; using gear systems to demonstrate the relationship between force and energy; investigating the formation of rocks and minerals, including fossil fuels; modelling earthquakes as examples of geological processes; explaining tidal patterns; using data to compare the gravitational attraction between objects in space; expanding their ideas of space science to include meteors, comets, stars, galaxies and the Universe; and relating sustainability to the requirements for species survival and the management of resources.

They develop an understanding of themselves as organisms composed of different cells and systems working together. They explore the relationship between system failure and disease, in humans. They investigate disease at the cellular, tissue and human body levels.

Students explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and our future. Examples include the use of fossils and other information to construct a time scale for the history of Earth; the development of a classification system for living things, past and present; and the use of the particle model of matter to explain the behaviour of materials. They compare the use of reusable, renewable and non-renewable resources, including energy. They investigate the effects of forces supporting or opposing each other; for example, floating and sinking, and speeding up and slowing down.  They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.

Students develop their understanding through the use of science ideas (theories, laws, principles and models) applied in particular situations; for example, testing formal understandings in controlled studies using appropriate experimental tools. They discuss and elaborate particular theoretical knowledge or ways of working in areas of personal or public concern, interest or career, including researching scientific ideas expressed in science magazines and science fiction texts.

Students develop skills in measuring mass, volume and density. They learn to use appropriate units of measurement. They participate in activities in which they identify, prepare and separate mixtures and solutions. They learn to use basic sampling procedures when conducting fieldwork. They design and perform controlled experiments.  They construct simple electric circuits which include batteries.  They develop confidence in justifying their selection of equipment and procedures, the type of data collected, and its relationship to the question under investigation.  They use a range of tools (for example, their own or others’ computer models, images and simulations) to explain and interpret observations.  They learn to present data in appropriate spreadsheet and graphical form.  They begin to write balanced chemical equations using symbols.  They prepare and present reports of their investigations in a variety of formats, using diagrams and symbols to summarise their procedures.  Students practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals.  They develop ideas about the responsible use and disposal of materials using Material Safety Data Sheets (MSDS).

National Statements of Learning

This learning focus statement, with the following elaborations, incorporates the Year 7 National Statement of Learning for Science. It also incorporates aspects of the Year 9 National Statement of Learning for Science.

Elaborations:

• They expand their knowledge of science to include abstract concepts, theories, principles and models drawn from traditional and emerging sciences. They apply these to particular situations. Examples include: … using data to compare the gravitational attraction between objects in space…
• They compare the use of reusable, renewable and non-renewable resources, including energy.
• They investigate the effects of forces supporting or opposing each other; for example, floating and sinking, and speeding up and slowing down.
• They learn that the nature of scientific thinking is not static and relies upon knowledge, cultural perspectives, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.
• They construct simple electric circuits which include batteries.
• Students practise safe, responsible and ethical behaviour when conducting investigations using standard equipment and chemicals including acids and bases, electric circuit components and metals and non-metals.

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 5, students use the particle model to explain structure and properties of matter, chemical reactions and factors that influence rate. They explain the structure and function of cells and how different cells work together.

Students explain the relationships, past and present, in living and non-living systems, in particular ecosystems, and human impact on these systems. They analyse what is needed for living things to survive, thrive or adapt, now and in the future. They explain how the observed characteristics of living things are used to establish a classification system.

Students use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change, and force and motion. They use time scales to explain the changing Earth and its place in space. Students distinguish ideas about the Universe that have a scientific basis from those that do not. They use physical and theoretical models to investigate geological processes.

Science at work

At Level 5, students demonstrate safe, technical uses of a range of instruments and chemicals, and of procedures for preparation and separation. They design investigations that include measurement, using standard laboratory instruments and equipment and methods to improve accuracy in measurement. They make systematic observations and interpret recorded data appropriately, according to the aims of the study.

Students justify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated. They use appropriate diagrams and symbols when reporting on their investigations.

Students make and use models and images from computer software to interpret and explain observations. In field work, they demonstrate use of basic sampling procedures and represent relationships in ecosystems graphically.

Students use simulations to predict the effect of changes in an ecosystem. They work effectively in a group to use science ideas to make operating models of devices. Students identify, analyse and ask their own questions in relation to scientific ideas or issues of interest.

Learning focus

As students work towards the achievement of Level 5 standards in Thinking Processes, they participate in increasingly complex investigations and activities in which they seek evidence to support their conclusions, and investigate the validity of other people’s ideas; for example, by testing the credibility of differing accounts of the same event, questioning conclusions based on very small or biased samples of data, and identifying and questioning generalisations. From such investigations and activities, students learn to make and justify changes to their thinking and develop awareness that others may have perceptions different from their own.

Students draw on an increasing range of contexts to formulate the questions that drive their investigations. They participate in challenging tasks that stimulate, encourage and support the development of their thinking. They apply a range of discipline-based methodologies to conduct inquiries and gather, analyse and synthesise information. They gather information from a variety of sources and begin to distinguish between different types (for example, quantitative and qualitative) and sources (primary and secondary) of data. They begin to synthesise both self-selected and teacher-directed information to make meaning. They recognise the complexity of many of the ideas and concepts they are exploring and use a range of thinking strategies to develop connections.

Students increasingly focus on tasks that require creative thinking for understanding, synthesis and decision making. They develop creative thinking behaviours and strategies through flexible approaches; for example, considering alternative perspectives, suspending judgment, seeking new information and testing novel ideas. They evaluate alternative conclusions and perspectives using criteria developed individually and in collaboration with their peers.

Students reflect on their own learning, seeking to refine existing ideas and beliefs when provided with contradictory evidence. They develop their capacity to identify, monitor and evaluate the thinking skills and strategies they use. During their investigations and inquiries they use specific language to discuss their thinking and reflect on their thinking processes. They reflect on, modify and evaluate their thinking strategies.

Standards

Reasoning, processing and inquiry

At Level 5, students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions.

Creativity

At Level 5, students apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions. They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.

Reflection, evaluation and metacognition

At Level 5, students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time.