​Science Understanding

Students plan safe investigations to identify patterns and relationships and make reasoned predictions. They i​dentify risks associated with investigations and key intercultural considerations when planning field work. They identify variables to be changed and measured. They use equipment to generate data with appropriate precision. They construct representations to organise data and information and describe patterns, trends and relationships. They compare their methods and findings to those of others, identify possible sources of error in their investigation, pose questions for further investigation and draw reasoned conclusions. They use language features that reflect their purpose and audience when communicating their ideas and findings.

​Language

By the end of Year 5, students interact with others, and listen to and create spoken and/or multimodal texts including literary texts. For particular purposes and audiences, they share, develop and expand on ideas and opinions, using supporting details from topics or texts. They use different text structures to organise, develop and link ideas. They use language features including topic-specific vocabulary and literary devices, and/or multimodal features and features of voice.​

They read, view and comprehend texts created to inform, influence and/or engage audiences. They explain how ideas are developed including through characters, settings and/or events, and how texts reflect contexts. They explain how characteristic text structures support the purpose of texts. They explain how language features including literary devices, and visual features contribute to the effect and meaning of a text.

They create written and/or multimodal texts, including literary texts, for particular purposes and audiences, developing and expanding on ideas with supporting details from topics or texts. They use paragraphs to organise, develop and link ideas. They use language features including complex sentences, tenses, topic-specific vocabulary and literary devices, and/or multimodal features. They spell using phonic, morphemic and grammatical knowledge.

​Knowledge and Understanding

By the end of Year 5, students explain the causes of the establishment of British colonies in Australia after 1800. They explain the roles of significant individuals or groups in the development of an Australian colony and the impact of those developments. They explain the influence of people on the characteristics of places and in the management of spaces. Students explain the key values and features of Australia's democracy and how people achieve civic goals. They explain the nature of resources, and how they meet needs and wants.​

Students develop questions and locate, collect and organise information and data from primary and secondary sources. They evaluate sources to determine origin and perspectives. Students evaluate information and data to identify and describe patterns or trends. They suggest conclusions based on evidence. Students consider criteria in proposing actions or responses. Students select ideas and findings from sources and use relevant terms and conventions, to present descriptions and explanations.

​Personal, Social and Community Health

Inquirin​g

​Analysing

(Bush Kids) describe how the relationships between values, rights and responsibilities, and ethical norms influence responses and decisions related to ethical issues​

​Speaking and Listening

​​Writing​

(Bush Kids) analyse the influence of different factors and situations on their emotional responses.​

(Bush Kids) identify and describe a variety of relationships and the roles and responsibilities of people within them​

Community awareness

(Bush Kids) explain the way their actions and the actions of others influence communities​

​Country / Place

​Peo​ple

(Bush Kids) understand that all life forms, including human life, are connected through Earth’s systems on which they depend for their wellbeing and survival.

SS2

(Bush Kids) understand that sustainable patterns of living require the responsible use of resources, maintenance of clean air, water and soils, and preservation or restoration of healthy environments​

(Bush Kids) understand that sustainable futures are achieved through informed individual, community, business and political action that values local, national and global equity and fairness across generations into the future.​

(Bush Kids) recognise that sustainable futures require individuals to seek information, identify solutions, reflect on and evaluate past actions, and collaborate with and influence others as they work towards a desired change.