Standards
Victorian Essential Learning Standards
Strand: Physical, personal & social learning
Domain: Interpersonal Development Level 5
Standards: Building social relationships

At Level 5 students demonstrate respect for individuality and empathise with others in local and global contexts, acknowledging the diversity of individuals. They recognise and describe peer influence on their behaviour. Students identify and use appropriate strategies to 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 time frame. They reflect on individual and team outcomes and act to improve their own and the team's performance.

Strand: Discipline Based Learning
Domain: Science Level 4
Standards: Science knowledge and understanding

At Level 4 students explain the characteristics of physical and chemical change, and describe the types of change/s substances have experienced. They apply the terms models and systems appropriately as ways of representing complex structures and relationships, including: the human body and its various functions, the transforming and transferring of energy, explaining the relationships that exist between systems in the environment, and explaining how the Earth and the Moon operate as a simple system within the larger Solar System. Students qualitatively describe changes in motion in terms of the forces present.

Science at work
At Level 4 students analyse a range of science-related local issues and describe the relevance of science to their own and other people's lives. Students design their own simple experiments to collect data and draw conclusions. They describe the purpose of experiments they undertake, and relate this purpose to the nature of the data that is collected. They use diagrams and symbols to explain procedures used when reporting on their investigations.

Students approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. Students use the terms relationships and cause when discussing and drawing conclusions from the data they collect.

Students design and build simple models and write an account of the science that is central to explanation of the model.

Students describe the contributions Australian scientists have made to improve and/or change science knowledge.

Domain: Economic Level 5
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 economic 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.

Strand: Interdisciplinary Learning
Domain: Communication Level 5
Standards: Listening, viewing and responding
At Level 5 students show respect for others' ideas by modifying their verbal and non-verbal responses. They interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised language and symbols as appropriate to the curriculum. 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 formats to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills.


Interpersonal Development Level 5
Building social relationships Dimension
Standards:
At Level 5 students identify and use appropriate strategies to manage individual conflict and assist others in resolution processes.

Working in teams Dimension
Standards:
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 time frame. They reflect on individual and team outcomes and act to improve their own and the team's performance.    


English Level 5
Reading Dimension
Standards:
At Level 5, students infer meanings and messages in texts, analyse how social values or attitudes are conveyed.

Writing Dimension
Standards:
At Level 5 students write extended narratives or scripts with attention to characterisation, consistency of viewpoint. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject–verb and noun–pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

Speaking and Listening Dimension
Standards:
At Level 5, students express creative and analytical responses to texts, themes and issues. They identify main issues in a topic and provide supporting detail and evidence for opinions. They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes. They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience. When listening to others, students ask clarifying questions and build on the ideas of others. They identify key ideas and take notes.

Mathematics Level 5
Working Mathematically Dimension
Standards:
Working mathematically focuses on developing students’ sense of mathematical inquiry: problem posing and problem solving, modelling and investigation. It involves students in the application of principled reasoning in mathematics, in natural and symbolic language, through the mathematical processes of conjecture, formulation, solution and communication; and … the historical heritage of mathematics through the discourse of working mathematically. Mental, by hand and technology-assisted methods provide complementary approaches to working mathematically.

The Humanities: Geography Level 5
Geospatial skills Dimension
Standards:
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.

Information and Communications Technology Level 5
ICT for visualising thinking Dimension
Standards:
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. They evaluate the strengths and weaknesses of their decisions and actions in the given situations.

ICT for creating Dimension
Standards:
At Level 5 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 Dimension
Standards:
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.

Thinking Level 5
Reflecting, processing and metacognition Dimension
Standards:
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.

© State of Victoria 2007 
Pamela Remington-Lane attended an Intel Teach Essentials Course and provided the idea for this portfolio.
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.

* Other names and brands may be claimed as the property of others.


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