Sustainability - Years 5 and 6
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.
Sustainability - Years 5 and 6 | Human-nature relationships | Dimensions | Curriculum connections | Resources
Science - Years 5 and 6
Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions (ACSHE081) & (ACSHE098) Scientific knowledge is used to solve problems and …
Science - Years 5 and 6 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Sustainability - Years 5 and 6
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. Students develop the knowledge, skills, values and world views necessary to contribute to more sustainable …
Sustainability - Years 5 and 6 | Conservation and sustainability | Dimensions | Curriculum connections | Resources
Sustainability - Years 5 and 6
All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature …
Sustainability - Years 5 and 6 | Health and wellbeing | Dimensions | Curriculum connections | Resources
English - Years 5 and 6
Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English - ACELA1515 Make connections between students’ own experiences and those of characters and events represented in texts …
English - Years 5 and 6 | Understanding respect | Dimensions | Curriculum connections | Resources
English - Years 5 and 6
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes - ACELY1796 Participate in and contribute to discussions, clarifying …
English - Years 5 and 6 | Relationship skills | Dimensions | Curriculum connections | Resources
English - Years 5 and 6
Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships - ACELA1501 Understand how to move beyond making bare assertions and take account of differing …
English - Years 5 and 6 | Evaluating options | Dimensions | Curriculum connections | Resources
English - Years 5 and 6
Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase - ACELA1516
English - Years 5 and 6 | Respectful action | Dimensions | Curriculum connections | Resources
Dance - Years 5 and 6
Responding to and interpreting artworks Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance …
Dance - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Drama - Years 5 and 6
Exploring ideas and improvising with ways to represent ideas Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural …
Drama - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Music - Years 5 and 6
Exploring ideas and improvising with ways to represent ideas Explore dynamics and expression, using aural skills to identify and perform rhythm and pitchpatterns (ACAMUM088) Sharing artworks through performance, presentation or display Rehearse and …
Music - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
The Arts: Dance - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate control and use well-developed movement and expressive skills (WS1). The student can perform their own choreography and lead a dance partner in a dance performance (WS2). They can describe …
The Arts: Dance - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Dance - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate control in using movement skills for performance (WS1). The student can perform their own choreography and lead a dance partner in a dance performance (WS2). They can describe the meaning …
The Arts: Dance - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Dance - Below satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate occasional control in using movement skills for performance (WS1). The student can combine some movements with occasional meaning and show safe dance practices when reminded (WS2). They …
The Arts: Dance - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Drama - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can maintain focus and demonstrate sustained choices in role with some aspects of character in a class performance. They can improvise and use movement to represent a range of situations; and show …
The Arts: Drama - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Drama - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate role through voice and movement; and can use movement to change scenes effectively, express role in a community scene and support dramatic effect, mostly ensuring that they contribute …
The Arts: Drama - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Drama - Below satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate role with some control; and can occasionally maintain focus and use movement, voice and gesture in a performance. The student can describe the setting of a play in basic terms.
The Arts: Drama - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Media Arts - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can use technical elements from the process of stop motion animation to complete an artwork with adequate consideration to composition (WS1). The student can give a reason for making a media artwork …
The Arts: Media Arts - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Music - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can perform in a small class ensemble and compose music using graphic notation (WS1). It also shows that the student can sing a learned melody, compose music, and sing, or sing and play, from a simple …
The Arts: Music - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Music - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can compose music using graphic notation (WS1) and perform in small group class ensembles (WS1, WS2). The student can listen to and select different sounds to communicate meaning (WS1). They identify …
The Arts: Music - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources