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Year 6

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English

English Year Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes...

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English Content Descriptions

Language

Language variation and change
  1. Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English (ACELA1515)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Language for interaction
  1. Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase (ACELA1516)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  2. Understand the uses of objective and subjective language and bias (ACELA1517)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Text structure and organisation
  1. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Understand the uses of commas to separate clauses (ACELA1521)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Expressing and developing ideas
  1. Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts (ACELA1524)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  4. Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  5. Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages (ACELA1526)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r

Literature

Literature and context
  1. Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Responding to literature
  1. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts (ACELT1615)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Examining literature
  1. Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Creating literature
  1. Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r

Literacy

Texts in context
  1. Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Interacting with others
  1. Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/l
  2. Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  3. Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Interpreting, analysing, evaluating
  1. Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  4. Analyse strategies authors use to influence readers (ACELY1801)
    • http://www.acara.edu.au/vocabulary/mode/r
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/w
  2. Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Develop a handwriting style that is legible, fluent and automatic and varies according to audience and purpose (ACELY1716)
    • http://www.acara.edu.au/vocabulary/mode/w
  4. Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)
    • http://www.acara.edu.au/vocabulary/mode/w

English Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

Students compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. They listen to discussions, clarifying content and challenging others’ ideas.

Productive modes (speaking, writing and creating)

Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used.

Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use accurate spelling and punctuation for clarity and make and explain editorial choices.

English Work Sample Portfolios

Mathematics

Mathematics Year Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Identify and describe properties of prime, composite, square and triangular numbers (ACMNA122)
  2. Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers (ACMNA123)
  3. Investigate everyday situations that use integers. Locate and represent these numbers on a number line (ACMNA124)
Fractions and decimals
  1. Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
  2. Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)
  3. Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
  4. Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128)
  5. Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (ACMNA129)
  6. Multiply and divide decimals by powers of 10 (ACMNA130)
  7. Make connections between equivalent fractions, decimals and percentages (ACMNA131)
Money and financial mathematics
  1. Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132)
Patterns and algebra
  1. Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
  2. Explore the use of brackets and order of operations to write number sentences (ACMNA134)

Measurement and Geometry

Using units of measurement
  1. Connect decimal representations to the metric system (ACMMG135)
  2. Convert between common metric units of length, mass and capacity (ACMMG136)
  3. Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137)
  4. Connect volume and capacity and their units of measurement (ACMMG138)
  5. Interpret and use timetables (ACMMG139)
Shape
  1. Construct simple prisms and pyramids (ACMMG140)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Location and transformation
  1. Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142)
  2. Introduce the Cartesian coordinate system using all four quadrants (ACMMG143)
Geometric reasoning
  1. Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles (ACMMG141)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1

Statistics and Probability

Chance
  1. Describe probabilities using fractions, decimals and percentages (ACMSP144)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies (ACMSP145)
  3. Compare observed frequencies across experiments with expected frequencies (ACMSP146)
Data representation and interpretation
  1. Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)
  2. Interpret secondary data presented in digital media and elsewhere (ACMSP148)

Mathematics Achievement Standard

By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical variables. They evaluate secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages.

Mathematics Work Sample Portfolios

Science

Science Year Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...

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Science Content Descriptions

Science Understanding

Biological sciences
  1. The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Chemical sciences
  1. Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Earth and space sciences
  1. Sudden geological changes or extreme weather conditions can affect Earth’s surface (ACSSU096)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Physical sciences
  1. Electrical circuits provide a means of transferring and transforming electricity (ACSSU097)
  2. Energy from a variety of sources can be used to generate electricity (ACSSU219)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Science as a Human Endeavour

Nature and development of science
  1. Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE098)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Use and influence of science
  1. Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives (ACSHE100)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. Scientific knowledge is used to inform personal and community decisions (ACSHE220)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Science Inquiry Skills

Questioning and predicting
  1. With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232)
Planning and conducting
  1. With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
  2. Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate (ACSIS104)
  3. Use equipment and materials safely, identifying potential risks (ACSIS105)
Processing and analysing data and information
  1. Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
  2. Compare data with predictions and use as evidence in developing explanations (ACSIS221)
Evaluating
  1. Suggest improvements to the methods used to investigate a question or solve a problem (ACSIS108)
Communicating
  1. Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)

Science Achievement Standard

By the end of Year 6, students compare and classify different types of observable changes to materials. They analyse requirements for the transfer of electricity and describe how energy can be transformed from one form to another to generate electricity. They explain how natural events cause rapid change to the Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge is used in decision making and identify contributions to the development of science by people from a range of cultures.

Students follow procedures to develop investigable questions and design investigations into simple cause-and-effect relationships. They identify variables to be changed and measured and describe potential safety risks when planning methods. They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data. They describe and analyse relationships in data using graphic representations and construct multi-modal texts to communicate ideas, methods and findings.

Science Work Sample Portfolios

Geography

Geography Year Description

A diverse and connected world takes a global view of geography and focuses particularly on the concepts of place and interconnections. Students learn about the diversity of peoples and cultures around the world, the indigenous peoples of other countries, the diversity of countries across the world and within the Asia region. They reflect on cultural differences and similarities, and on...

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Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 6 are articulated below.

  • How do places, people and cultures differ across the world?
  • What are Australia’s global connections between people and places?
  • How do people’s connections to places affect their perception of them?

Geography Content Descriptions

Geographical Knowledge and Understanding

  1. The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  3. The world’s cultural diversity, including that of its indigenous peoples (ACHGK033)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  4. Significant events that connect people and places throughout the world (ACHGK034)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  5. The various connections Australia has with other countries and how these connections change people and places (ACHGK035)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  6. The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036)

Geographical Inquiry and Skills

Observing, questioning and planning
  1. Develop geographical questions to investigate and plan an inquiry (ACHGS040)
Collecting, recording, evaluating and representing
  1. Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS041)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS042)
  3. Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS043)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Interpreting, analysing and concluding
  1. Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS044)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Communicating
  1. Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate (ACHGS045)
Reflecting and responding
  1. Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS046)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Geography Achievement Standard

By the end of Year 6, students explain the characteristics of diverse places in different locations at different scales from local to global. They describe the interconnections between people and places, identify factors that influence these interconnections and describe how they change places and affect people. They describe the location of selected countries in absolute and relative terms and identify and compare spatial distributions and patterns among phenomena. They identify and describe alternative views on how to respond to a geographical challenge and propose a response.

Students develop geographical questions to frame an inquiry. They locate relevant information from a range of sources to answer inquiry questions. They represent data and the location of places and their characteristics in different graphic forms, including large-scale and small-scale maps that use cartographic conventions of border, source, scale, legend, title and north point. Students interpret data and other information to identify and compare spatial distributions, patterns and trends, infer relationships and draw conclusions. They present findings and ideas using geographical terminology and graphic representations in a range of communication forms. They propose action in response to a geographical challenge and describe the expected effects of their proposal.

Geography Work Sample Portfolios

History

History Year Description

Australia as a nation

The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students explore the factors that led to Federation and experiences of democracy...

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Key inquiry questions

  1. Why and how did Australia become a nation?
  2. How did Australian society change throughout the twentieth century?
  3. Who were the people who came to Australia? Why did they come?
  4. What contribution have significant individuals and groups made to the development of Australian society?

History Content Descriptions

Historical Knowledge and Understanding

Australia as a Nation
  1. Key figures and events that led to Australia’s Federation, including British and American influences on Australia’s system of law and government. (ACHHK113)
  2. Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  3. Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war. (ACHHK115)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  4. The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport. (ACHHK116)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2

Historical Skills

Chronology, terms and concepts
  1. Sequence historical people and events. (ACHHS117)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Use historical terms and concepts (ACHHS118)
Historical questions and research
  1. Identify questions to inform an historical inquiry (ACHHS119)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. Identify and locate a range of relevant sources (ACHHS120)
Analysis and use of sources
  1. Locate information related to inquiry questions in a range of sources. (ACHHS121)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. Compare information from a range of sources. (ACHHS122)
Perspectives and interpretations
  1. Identify points of view in the past and present (ACHHS123)
Explanation and communication
  1. Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS124)
  2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS125)

History Achievement Standard

By the end of Year 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.

Students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

History Work Sample Portfolios

Civics and Citizenship

Civics and Citizenship Year Description

The Year 6 curriculum provides a study of the key institutions of Australia’s democratic government, including state/territory and federal parliaments, and the court system. Students learn how state/territory and federal laws are made in a parliamentary system. Students examine Australian citizenship and reflect on the rights and responsibilities that being a citizen entails. They explore...

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Key questions

A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:

  • What are the roles and responsibilities of the different levels of government in Australia?
  • How are laws developed in Australia?
  • What does it mean to be an Australian citizen?

Civics and Citizenship Content Descriptions

Civics and Citizenship Knowledge and Understanding

Government and democracy
  1. The key institutions of Australia’s democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia’s federal system (ACHCK036)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Laws and citizens
  1. How state/territory and federal laws are initiated and passed through parliament (ACHCK037)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Citizenship, diversity and identity
  1. Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/generalCapability/7
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/generalCapability/7
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Civics and Citizenship Skills

Questioning and research
  1. Develop questions and gather a range of information to investigate the society in which they live (ACHCS040)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
Analysis, synthesis and interpretation
  1. Identify over-generalised statements in relation to civics and citizenship topics and issues (ACHCS041)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Use and evaluate a range of information to develop a point of view (ACHCS042)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Problem solving and decision making
  1. Interact with others with respect, identify different points of view and share personal perspectives and opinions (ACHCS043)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Work in groups to identify issues and develop possible solutions and a plan for action using decision making processes (ACHCS044)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
Communication and reflection
  1. Present civics and citizenship ideas and viewpoints for a particular purpose using civics and citizenship terms and concepts (ACHCS045)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  2. Reflect on personal roles and actions as a citizen in the school and in the community (ACHCS046)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7

Civics and Citizenship Achievement Standard

By the end of Year 6, students explain the purpose of key institutions and levels of government in Australia’s democracy. They describe the role of parliaments in creating law. Students explain what it means to be an Australian citizen and how people can participate as global citizens.

When researching, students develop questions and gather and analyse information from different sources to investigate the society in which they live. When planning for action, they identify different points of view and solutions to an issue. Students develop and present their ideas and viewpoints using appropriate texts and civics and citizenship terms and concepts. They identify the ways they can participate as citizens in the school.

Economics and Business

Economics and Business Year Description

The Year 6 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by introducing the concept of opportunity cost and why decisions about the ways resources are allocated to meet needs and wants in their community involve trade-offs.

The limited nature of resources means that businesses and consumers make choices. This...

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Key questions

A framework for developing students’ economics and business knowledge, understanding and skills at this year level is provided by the following key questions:

  • Why are there trade-offs associated with making decisions?
  • What are the possible effects of my consumer and financial choices?
  • Why do businesses exist and what are the different ways they provide goods and services?

Economics and Business Content Descriptions

Economics and Business Knowledge and Understanding

  1. How the concept of opportunity cost involves choices about the alternative use of resources and the need to consider trade-offs (ACHEK009)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHEK010)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  3. The reasons businesses exist and the different ways they provide goods and services (ACHEK011)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/7

Economics and Business Skills

Questioning and research
  1. Develop questions to guide an investigation of an economic or business issue or event, and gather data and information from observation, print and online sources (ACHES012)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Interpretation and analysis
  1. Sort data and information into categories (ACHES013)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
Economic reasoning, decision-making and application
  1. Identify alternative responses to an issue or event, and consider the advantages and disadvantages of preferring one to others (ACHES014)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Apply economics and business knowledge and skills in familiar situations (ACHES015)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Communication and reflection
  1. Present findings in an appropriate format using economics and business terms, and reflect on the possible effects of decisions (ACHES016)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4

Economics and Business Achievement Standard

By the end of Year 6, students recognise why choices about the allocation of resources involve trade-offs. They describe the effects of consumer and financial decisions on themselves, others and the environment. Students identify the purpose of business and recognise the different ways that businesses choose to provide goods and services.

When researching, students develop questions and gather and sort data and information from different sources to investigate an economic or business issue. They identify the advantages and disadvantages of a proposed response to an issue and apply economics and business knowledge and skills to everyday problems. Students present their findings using appropriate texts and economics and business terms and identify the possible effects of their decisions.

The Arts: Dance

Dance Year Description

In Years 5 and 6, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently, and collaboratively with their classmates, teachers and communities.

Students extend their awareness of the body as they combine movements that use body parts and actions with those involving body zones and bases. They extend their...

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Dance Content Descriptions

  • Explore movement and choreographic devices, using the elements of dance to choreograph dances that communicate meaning (ACADAM009)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Develop technical and expressive skills in fundamental movements including body control, accuracy, alignment, strength, balance and coordination (ACADAM010)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community (ACADAM011)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Explain how the elements of dance and production elements communicate meaning by comparing dances from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander dance (ACADAR012)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Dance Achievement Standard

    By the end of Year 6, students explain how the elements of dance, choreographic devices and production elements communicate meaning in dances they make, perform and view. They describe characteristics of dances from different social, historical and cultural contexts that influence their dance making.

    Students structure movements in dance sequences and use the elements of dance and choreographic devices to make dances that communicate meaning. They work collaboratively to perform dances for audiences, demonstrating technical and expressive skills.

    The Arts: Drama

    Drama Year Description

    In Years 5 and 6, learning in Drama builds on the experience of the previous band. It involves students making and responding to devised and scripted drama independently, and collaboratively with their classmates, teachers and communities.

    Students develop character through voice and movement and extend their understanding and use of situation, focus, tension, space and time....

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    Drama Content Descriptions

  • Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  • Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander drama (ACADRR038)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Drama Achievement Standard

    By the end of Year 6, students explain how dramatic action and meaning is communicated in drama they make, perform and view. They explain how drama from different cultures, times and places influences their own drama making.

    Students work collaboratively as they use the elements of drama to shape character, voice and movement in improvisation, playbuilding and performances of devised and scripted drama for audiences

    The Arts: Media Arts

    Media Arts Year Description

    In Years 5 and 6, learning in Media Arts builds on the experience of the previous band. It involves students making and responding to media arts independently, and collaboratively with their classmates, teachers and communities.

    Students develop their use of structure, intent, character and settings by incorporating points of view and genre conventions in their compositions. They...

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    Media Arts Content Descriptions

  • Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAM062)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Media Arts Achievement Standard

    By the end of Year 6, students explain how points of view, ideas and stories are shaped and portrayed in media artworks they make, share and view. They explain the purposes and audiences for media artworks made in different cultures, times and places.

    Students work collaboratively using technologies to make media artworks for specific audiences and purposes using story principles to shape points of view and genre conventions, movement and lighting.

    The Arts: Music

    Music Year Description

    In Years 5 and 6, learning in Music builds on the experience of the previous band. It involves students making and responding to music independently, and collaboratively with their classmates, teachers and communities.

    Students develop their aural skills by identifying rhythm, pitch, dynamics and expression, form and structure, timbre and texture in music. They sing and play independent...

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    Music Content Descriptions

  • Explore dynamics and expression, using aural skills to identify and perform rhythm and pitch patterns (ACAMUM088)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Develop technical and expressive skills in singing and playing instruments with understanding of rhythm, pitch and form in a range of pieces, including in music from the community (ACAMUM089)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Rehearse and perform music including music they have composed by improvising, sourcing and arranging ideas and making decisions to engage an audience (ACAMUM090)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Explain how the elements of music communicate meaning by comparing music from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander music (ACAMUR091)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Music Achievement Standard

    By the end of Year 6, students explain how the elements of music are used to communicate meaning in the music they listen to, compose and perform. They describe how their music making is influenced by music and performances from different cultures, times and places.

    Students use rhythm, pitch and form symbols and terminology to compose and perform music. They sing and play music in different styles, demonstrating aural, technical and expressive skills by singing and playing instruments with accurate pitch, rhythm and expression in performances for audiences.

    The Arts: Visual Arts

    Visual Arts Year Description

    In Years 5 and 6, learning in Visual Arts builds on the experience of the previous band. It involves students making and responding to visual arts independently, and collaboratively with their classmates, teachers and communities.

    Students extend their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices

    Read full description

    Visual Arts Content Descriptions

  • Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Develop and apply techniques and processes when making their artworks (ACAVAM115)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Visual Arts Achievement Standard

    By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.

    Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

    Design and Technologies

    Design and Technologies Year Description

    Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

    By the end of Year 6 students will have had the opportunity to create designed solutions at least once in four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials...

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    Design and Technologies Content Descriptions

    Design and Technologies knowledge and understanding

    1. Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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    2. Investigate how forces or electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)
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    3. Investigate how and why food and fibre are produced in managed environments (ACTDEK021)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
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    4. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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    5. Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
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    Design and Technologies processes and production skills

    1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    3. Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to make designed solutions (ACTDEP026)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    4. Negotiate criteria for success that include consideration of sustainability to evaluate design ideas, processes and solutions (ACTDEP027)
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    5. Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Design and Technologies Achievement Standard

    By the end of Year 6 students describe some competing considerations in the design of products, services and environments taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.

    Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

    Digital Technologies

    Digital Technologies Year Description

    Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses.

    By the end of Year 6, students will have had opportunities to create...

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    Digital Technologies Content Descriptions

    Digital Technologies knowledge and understanding

    1. Investigate the main components of common digital systems, their basic functions and interactions, and how such digital systems may connect together to form networks to transmit data (ACTDIK014)
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    2. Investigate how digital systems use whole numbers as a basis for representing all types of data (ACTDIK015)
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    Digital Technologies processes and production skills

    1. Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)
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    2. Define problems in terms of data and functional requirements, and identify features similar to previously solved problems (ACTDIP017)
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    3. Design a user interface for a digital system, generating and considering alternative designs (ACTDIP018)
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    4. Design, modify and follow simple algorithms represented diagrammatically and in English involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)
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    5. Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)
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    6. Explain how developed solutions and existing information systems are sustainable and meet local community needs, considering opportunities and consequences for future applications (ACTDIP021)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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    7. Manage the creation and communication of ideas and information including online collaborative projects, applying agreed ethical, social and technical protocols (ACTDIP022)
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    Digital Technologies Achievement Standard

    By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

    Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

    Health and Physical Education

    Health and Physical Education Year Description

    The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their...

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    Health and Physical Education Content Descriptions

    Personal, social and community health

    Being healthy, safe and active
    1. Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
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    3. Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053)
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    4. Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
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    Communicating and interacting for health and wellbeing
    1. Practise skills to establish and manage relationships (ACPPS055)
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    2. Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
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    3. Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
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    Contributing to healthy and active communities
    1. Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (ACPPS059)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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    3. Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Movement and physical activity

    Moving our body
    1. Practise specialised movement skills and apply them in different movement situations (ACPMP061)
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    2. Design and perform a variety of movement sequences (ACPMP062)
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    3. Propose and apply movement concepts and strategies (ACPMP063)
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    Understanding movement
    1. Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064)
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    2. Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
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    3. Participate in physical activities from their own and other cultures and examine how involvement creates community connections and intercultural understanding (ACPMP066)
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      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
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    Learning through movement
    1. Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067)
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    2. Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068)
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    3. Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (ACPMP069)
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    Health and Physical Education Achievement Standard

    By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.

    Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.