Victorian Essential Learning Standards Standards Level 5

Physical, Personal and Social Learning strand Health and Physical Education
Movement and physical activity At Level 5, students proficiently perform complex movement and manipulative skills. Students measure their own fitness and physical activity levels and identify factors that influence motivation to be physically active. They maintain regular participation in moderate to vigorous physical activity and analyse and evaluate their level of involvement in physical activity. They combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance. Health knowledge and promotion At Level 5, students describe the physical, emotional and social changes that occur as a result of the adolescent stage of the lifespan and the factors that influence their own development. They describe the effect of family and community expectations on the development of personal identity and values. They identify outcomes of risk taking behaviours and evaluate harm minimisation strategies. They identify the health concerns of young people and the strategies that are designed to improve their health. They describe the health resources, products and services available for young people and consider how they could be used to improve health. They analyse a range of influences on personal and family food selection, and identify ma!or nutritional needs for growth and activity. Working in teams At Level 5, students accept responsibility as a team member and support other members to share information, explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe. They reflect on individual and team outcomes and act to improve their own and the team"s performance. Managing personal learning At Level 5, students set realistic short term and long term learning goals within a variety of tasks and describe their progress towards achieving these. They complete competing short, extended and group tasks within set timeframes, prioritising their available time, utilising appropriate resources and demonstrating motivation. They initiate and undertake some tasks independently, within negotiated timeframes. They review the effectiveness of the management of tasks, identifying successes and suggesting strategies that would improve outcomes. They develop and use criteria to evaluate their work, and use these criteria to make appropriate refinements. They demonstrate a positive and structured approach to learning, identifying and using effective strategies that assist with study, both at school and at home. Community engagement At Level 5, students present points of view on contemporary issues and events using appropriate supporting evidence. They explain the different perspectives on some contemporary issues and propose possible solutions to problems. They use democratic processes when working in groups on class and community pro!ects. They participate in school and community events and participate in activities to contribute to environmental sustainability or action on other community issues.

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

Personal Learning
The individual learner At Level 5, students monitor and describe their progress as learners, identifying their strengths and weaknesses and taking actions to address their weaknesses. They identify a variety of learning habits and adopt those which assist their learning. They identify, select and use an expanded repertoire of learning strategies appropriate to particular tasks. They seek and respond to feedback from peers, teachers and other adults and explain how their ideas have changed to develop and refine their content knowledge and understanding. Students demonstrate an awareness of different cultural and societal beliefs, values and practices, identifying and discussing the effect of ethical issues on learning and working with others. #ith support, students determine learning improvement goals, !ustifying their decisions and making appropriate modifications as necessary. They consider both their own and others" needs when making decisions about suitable learning processes and the creation of positive learning environments within and outside the classroom.

Civics and Citi enship

Civic knowledge and understanding At Level 5, students explain the origins and features of representative government. They identify significant developments in the governance and achievement of political rights in Australia. They explain key features of Australian $overnment including the responsibilities of the levels of government, the houses of parliament, political parties and the ways that citi%ens are represented, using some contemporary examples in their explanations. They describe the purposes of laws and the processes of creating and changing them. They identify and &uestion the features and values of Australia"s political and legal systems. They identify and discuss the &ualities of leadership through historical and contemporary examples.

' (ictorian )urriculum and Assessment Authority * +anuary ,--.

/or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

Discipline!"ased Learning strand #he $rts
Creating and making At Level 5, students, independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose. They experiment with, select and use appropriate skills, techni&ues, processes, media, materials, e&uipment and technologies across a range of arts forms and styles. They generate and develop ideas that explore particular concepts, techni&ues and issues when making arts works. They combine and manipulate arts elements, principles and2or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. They maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences. Exploring and responding At Level 5, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others" use of arts elements, principles and2or conventions, skills, techni&ues, processes, media, materials, e&uipment and technologies. They compare, analyse, evaluate, and interpret the content, meaning and &ualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions and using appropriate arts language. They describe aspects and re&uirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. They use appropriate arts language.

English
Reading At Level 5, students read and view imaginative, informative and persuasive texts that explore ideas and information related to challenging topics, themes and issues. They identify the ideas, themes and issues explored in these texts, and provide supporting evidence to !ustify their interpretations. They produce personal responses, for example, interpretive pieces and character profiles. They infer meanings and messages in texts, analyse how social values or attitudes are conveyed, compare the presentation of information and ideas in different texts, and identify cause and effect in informative texts. Writing At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and !ustify a personal viewpoint3 reports incorporating challenging themes and issues3 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 sub!ect 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 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. #hen listening to others, students ask clarifying &uestions and build on the ideas of others. They identify key ideas and take notes. They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses.

#he Humanities ! Economics

Economics 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 conse&uences. They explain key factors that influence the Australian economy, including the &uantity and &uality 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 in&uiry process to plan economics investigations, analyse and interpret data, and form conclusions supported by evidence. They form and express opinions on economic issues that interest and2or impact on them personally, or locally and2or nationally.

Languages %ther #han English

' (ictorian )urriculum and Assessment Authority * +anuary ,--. /or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

4ifferent standards apply depending on the chosen language category and pathway. See the Standards for LOTE domain document for details.

#he Humanities ! &eography

eographic knowledge and understanding At Level 5, students demonstrate knowledge and understanding of the characteristics of the regions of Australia and those surrounding it1 Asia, the 5acific and Antarctica. They explain, using examples, how the interaction of physical processes and human activities create variations within the regions. They use evidence and appropriate geographical language to explain contrasts within smaller regions surrounding Australia. Students describe differences in culture, living conditions and outlook, including attitudes to environmental issues, in these regions. They demonstrate understanding of environmental issues based on in&uiry and propose ways of ensuring the sustainability of resources. eospatial skills At Level 5, students collect geographical information from electronic and print media, including satellite images and atlas maps and analyse, evaluate and present it using a range of forms. They construct overlay theme maps using map conventions of scale, legend, title, and north point. They identify and gather geographical information from fieldwork and organise, process and communicate it using a range of written, oral, visual and graphic forms. Historical reasoning and interpretation At Level 5, students frame key research &uestions, plan their investigations, and report on their findings. They use a range of primary and secondary sources including visual sources that record features of the societies in their investigations. They identify the content, origin, purpose and context of historical sources. They evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. They use relevant historical evidence, concepts and historical conventions such as bibliographies to present a point of view. Students use a variety of forms to present their understanding.

#he Humanities ! History

Historical knowledge and understanding At Level 5, students analyse and describe key events in ancient and medieval societies. They use a variety of sources to describe key aspects of these societies. They describe aspects of daily life in these societies such as work, the division of labour, family, clothing, housing and education. They explain key features of community life including myths and legends, religious beliefs and practices and cultural expressions such as art and drama. They analyse the ways that ancient and medieval societies were governed, identify political features and explain the nature of the political system, the dominant groups and how they established and maintained power. They describe the roles of key individuals and evaluate their contributions and legacies. Students analyse change and continuity over time and compare key aspects of past and present societies3 for example, aspects of daily life, social and political ideas and structures, and cultural values and beliefs. They demonstrate understanding of key concepts such as democracy, governance, the rule of law, !ustice, religion, liberty, authority, leadership, culture and feudalism. They explain the influences of ancient and medieval societies on contemporary societies.

Science
Science knowledge and understanding At Level 5, students use the particle model to explain structure and properties of matter, chemical reactions and factors that influence rate. They explain the structure and function of cells and how different cells work together. Students explain the relationships, past and present, in living and non living systems, in particular ecosystems, and human impact on these systems. They analyse what is needed for living things to survive, thrive or adapt, now and in the future. They explain how the observed characteristics of living things are used to establish a classification system. Students use everyday examples of machines, tools and appliances to show how the thermodynamic model describes energy and change, and force and motion. They use time scales to explain the changing 0arth and its place in space. Students distinguish ideas about the 6niverse that have a scientific basis from those that do not. They use physical and theoretical models to investigate geological processes.
' (ictorian )urriculum and Assessment Authority * +anuary ,--.

Science at work At Level 5, students demonstrate safe, technical uses of a range of instruments and chemicals, and of procedures for preparation and separation. They design investigations that include measurement, using standard laboratory instruments and e&uipment and methods to improve accuracy in measurement. They make systematic observations and interpret recorded data appropriately, according to the aims of the study. Students !ustify their choice of instruments and the accuracy of their measurements, commenting on the reliability of the procedures, the measurements used, and the conclusions drawn against the prediction or hypothesis investigated. They use appropriate diagrams and symbols when reporting on their investigations. Students make and use models and images from computer software to interpret and explain observations. 7n field work, they demonstrate use of basic sampling procedures and represent relationships in ecosystems graphically. Students use simulations to predict the effect of changes in an ecosystem. They work effectively in a group to use science ideas to make operating models of devices. Students identify, analyse and ask their own &uestions in relation to scientific ideas or issues of interest.
/or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

' (ictorian )urriculum and Assessment Authority * +anuary ,--.

/or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

'athematics
!um"er At Level 5, students identify complete factor sets for natural numbers and express these natural numbers as products of powers of primes 8for example, 9: --- ; ,5 < 9, < 59=. They write e&uivalent fractions for a fraction given in simplest form 8for example, ,29 ; >2: ; :2? ; @ =. They know the decimal e&uivalents for the unit fractions A2,, A29, A2>, A25, A2., A2? and find e&uivalent representations of fractions as decimals, ratios and percentages 8for example, a subset1 set ratio of >1? can be expressed e&uivalently as >2? ; -.> B >>.>>C=. They write the reciprocal of any fraction and calculate the decimal e&uivalent to a given degree of accuracy. Students use knowledge of perfect s&uares when calculating and estimating s&uares and s&uare roots of numbers 8for example, ,-, ; >-- and 9-, ; ?-- so DE-- is between ,- and 9-=. They evaluate natural numbers and simple fractions given in base exponent form 8for example, 5> ; :,5 and 8,29=, ; >2?=. They know simple powers of ,, 9, and 5 8for example, ,: ; :>, 9> ; .A, 59 ; A,5=. They calculate s&uares and s&uare roots of rational numbers that are perfect s&uares 8for example, D-..A ; -.? and D?2A: ; 92>=. They calculate cubes and cube roots of perfect cubes 8for example, 9 D:> ; >=. 6sing technology they find s&uare and cube roots of rational numbers to a specified degree of accuracy 8for example, 9 D,-- ; 5..>. to three decimal places=. Students express natural numbers base Ain binary form, 8for example, >,A- ; A-A-A-,=, and add and multiply natural numbers in binary form 8for example, A-A, F AA, ; A---, and A-A, < AA, ; AAAA,=. Students understand ratio as both set1 set comparison 8for example, number of boys 1 Space At Level 5, students construct two dimensional and simple three dimensional shapes according to specifications of length, angle and ad!acency. They use the properties of parallel lines and transversals of these lines to calculate angles that are supplementary, corresponding, allied 8co interior= and alternate. They describe and apply the angle properties of regular and irregular polygons, in particular, triangles and &uadrilaterals. They use two dimensional nets to construct a simple three dimensional ob!ect such as a prism or a platonic solid. They recognise congruence of shapes and solids. They relate similarity to enlargement from a common fixed point. They use single point perspective to make a two dimensional representation of a simple three Measurement# chance and data At Level 5, students measure length, perimeter, area, surface area, mass, volume, capacity, angle, time and temperature using suitable units for these measurements in context. They interpret and use measurement formulas for the area and perimeter of circles, triangles and parallelograms and simple composite shapes. They calculate the surface area and volume of prisms and cylinders. Students estimate the accuracy of measurements and give suitable lower and upper bounds for measurement values. They calculate absolute percentage error of estimated values. Students use appropriate technology to generate random numbers in the conduct of simple simulations. Students identify empirical probability as long run relative fre&uency. They calculate theoretical probabilities by dividing the number of possible successful outcomes by the total number of possible outcomes. They use tree diagrams to Structure At Level 5 students identify collections of numbers as subsets of natural numbers, integers, rational numbers and real numbers. They use venn diagrams and tree diagrams to show the relationships of intersection, union, inclusion 8subset= and complement between the sets. They list the elements of the set of all subsets 8power set= of a given finite set and comprehend the partial order relationship between these subsets with respect to inclusion 8for example, given the set Ga, b, cH the corresponding power set is GI, GaH, GbH, GcH, Ga, bH, Gb, cH, Ga, cH, Ga, b, cHH.= They test the validity of statements formed by the use of the connectives and, or, not, and the &uantifiers none, some and all, 8for example, Jsome natural numbers can be expressed as the sum of two s&uares"=. They apply these to the specification of sets defined in terms of one or two attributes, and to searches in data bases. Students apply the commutative, associative, and distributive properties in mental and written computation 8for example, ,> < :- can be calculated as ,- < :- F > < :- or as A, < A, < A-=. They use exponent laws for multiplication and division of power terms 8for example ,9 < ,5 ; ,., ,- ; A, ,9 K ,5 ; ,L,, 85,=9 ; 5: and 89 < >=, ; 9, < >,=. Students generalise from perfect s&uare and difference of two s&uare number patterns 8for example, ,5, ; 8,- F 5=, ; >-- F , < 8A--= F ,5 ; :,5. And 95 < ,5 ; 89- F 5= 89- 5= ; ?-- L ,5 ; .E5= Students recognise and apply simple geometric transformations of the plane such as translation, reflection, rotation and dilation and combinations of the above, including their inverses. They identify the identity element and inverse of rational numbers for the operations of addition and multiplication 8for example, A2, F LA2, ; - and ,29 < 92, ; A=. Working mathematically At Level 5, students formulate con!ectures and follow simple mathematical deductions 8for example, if the side length of a cube is doubled, then the surface area increases by a factor of four, and the volume increases by a factor of eight=. Students use variables in general mathematical statements. They substitute numbers for variables 8for example, in e&uations, ine&ualities, identities and formulas=. Students explain geometric propositions 8for example, by varying the location of key points and2or lines in a construction=. Students develop simple mathematical models for real situations 8for example, using constant rates of change for linear models=. They develop generalisations by abstracting the features from situations and expressing these in words and symbols. They predict using interpolation 8working with what is already known= and extrapolation 8working beyond what is already

' (ictorian )urriculum and Assessment Authority * +anuary ,--.

/or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

number of girls= and subset1 set comparison 8for example, number of girls 1 number of students=, and find integer proportions of these, including percentages 8for example, the ratio number of girls1 the number of boys is , 1 9 ; > 1 : ; >-C 1 :-C=. Students use a range of strategies for approximating the results of computations, such as front end estimation and rounding 8for example, ?,5 K 9> B ?-- K 9- ; 9-=. Students use efficient mental and2or written methods for arithmetic computation involving rational numbers, including division of integers by two digit divisors. They use approximations to in related measurement calculations 8for example, < 5, ; ,5 ; E..5> correct to two decimal places=. They use technology for arithmetic computations involving several operations on rational numbers of any si%e. dimensional ob!ect. They make tessellations from simple shapes. Students use coordinates to identify position in the plane. They use lines, grids, contours, isobars, scales and bearings to specify location and direction on plans and maps. They use network diagrams to specify relationships. They consider the connectedness of a network, such as the ability to travel through a set of roads between towns. investigate the probability of outcomes in simple multiple event trials. Students organise, tabulate and display discrete and continuous data 8grouped and ungrouped= using technology for larger data sets. They represent uni variate data in appropriate graphical forms including dot plots, stem and leaf plots, column graphs, bar charts and histograms. They calculate summary statistics for measures of centre 8mean, median, mode= and spread 8range, and mean absolute difference=, and make simple inferences based on this data. Students use inverses to rearrange simple mensuration formulas, and to find e&uivalent algebraic expressions 8for example, if P ; ,L F ,W, then W ; P2, L L. 7f A ; r, then r ; DA2for r M -=. They solve simple e&uations 8for example, 5x F E ; ,9, A.>x L A.: ; ..9, and >x, L 9 ; A9= using tables, graphs and inverse operations. They recognise and use ine&uality symbols. They solve simple ine&ualities such as y N ,x F > and decide whether ine&ualities such as x, M ,y are satisfied or not for specific values of x and y. Students identify a function as a one to one correspondence or a many to one correspondence between two sets. They represent a function by a table of values, a graph, and by a rule. They describe and specify the independent variable of a function and its domain , and the dependent variable and its range. They construct tables of values and graphs for linear functions. They use linear and other functions such as f8x= ; ,x L >, xy ; ,>, y ; ,x and y ; x, L 9 to model various situations. known=. They analyse the reasonableness of points of view, procedures and results, according to given criteria, and identify limitations and2or constraints in context. Students use technology such as graphic calculators, spreadsheets, dynamic geometry software and computer algebra systems for a range of mathematical purposes including numerical computation, graphing, investigation of patterns and relations for algebraic expressions, and the production of geometric drawings.

Interdisciplinary Learning strand Design, Creativity and #echnology

$nvestigating and designing At Level 5, students use various strategies and sources of information to investigate and research a range of factors relevant to more sophisticated design briefs to which they have contributed. 4uring the design process they clarify their understanding of design brief re&uirements and their design ideas by gathering, responding to and providing feedback to others. They develop evaluation criteria from the design brief to inform their !udgments during the design process. They use a variety of drawing and modelling techni&ues to visualise design ideas and concepts. Students demonstrate understanding of design elements and principles and use appropriate technical language. Students understand and logically se&uence ma!or stages of production, and calculate and list materials2ingredients and &uantities needed for production. They record and communicate their ideas using a variety of media that includes information and communications technology e&uipment, techni&ues and procedures. %roducing At Level 5, students work safely2hygienically with a range of tools and e&uipment, including some which are complex, and manage materials2ingredients, components and processes to produce products and systems, taking full account of the appropriateness of their properties, characteristics or expected outputs in meeting re&uirements of design briefs. They make modifications during production, providing a sound explanation for changes that demonstrates reflection, research, responsiveness to feedback, and use of evaluation criteria. &nalysing and evaluating At Level 5, students select appropriate e&uipment and techni&ues to safely test and evaluate the performance of their products2systems. They suggest modifications to improve their products2systems in light of evaluation of their performance, function and appearance. They recommend improvements to the performance, function and appearance of others" product2systems. They describe and analyse the social and environmental impacts of their own and others" designs, products and technological systems.

' (ictorian )urriculum and Assessment Authority * +anuary ,--.

/or more information about the (0LS visit http122vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 5

Communication
'istening# viewing and responding At Level 5, students modify their verbal and non verbal responses to suit particular audiences. They interpret complex information and evaluate the effectiveness of its presentation. #hen responding, they use specialised language and symbols as appropriate to the contexts in which they are working. They consider their own and others" points of view, apply prior knowledge to new situations, challenge assumptions and !ustify their own interpretations. %resenting At Level 5, students use the communication conventions, forms and language appropriate to the sub!ect to convey a clear message across a range of presentation forms to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills. $CT (or communicating At Level 5, students select the most appropriate search engines to locate information on websites. They use complex search strategies to refine their searches. They !udge 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 7)T conventions and demonstrate an awareness of the characteristics that contribute to products meeting their purpose. Students organise their email mailbox into a logical structure and maintain it. They evaluate the merits of contemporary communication tools, taking into account their security, ease of use, speed of communication and impact on individuals.

In(ormation and Communications #echnology

$CT (or visual thinking At Level 5, students select and apply 7)T tools and editing functions that support the filtering, classifying, representing, describing and organising of concepts, issues and ideas. They use rule using software to assist with problem solving and decision making. Students retrieve and modify successful approaches to visualising thinking for use in new situations. They explain what features of the new situations influenced their decisions to use particular 7)T tools and techni&ues. Students use a range of data types, including sound and still and moving images, to record the decisions made and actions taken when developing new understanding and problem solving. They evaluate the strengths and weaknesses of their decisions and actions in the given situations. $CT (or creating At Level 5, students independently use the operating system to manage their desktop workspace. They organise their folders logically, appropriately name and locate files for sharing with others and apply techni&ues to facilitate the easy handling of large files. #hen creating information products, students prepare designs that identify the structure and layout of the products, the evaluation criteria, and the plans for managing collaborative pro!ects. Students independently apply a range of processing skills, functions and e&uipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. 4uring the processing stage of collaborative work, students monitor pro!ect plans and record reasons for ad!usting them. They apply criteria to evaluate the extent to which their information products meet user needs and comply with intellectual property laws. They use 7)T in a safe, efficient and effective manner. Students keep their bank of digital evidence up to date, and ensure it is easy to navigate, complies with 7)T presentation conventions and demonstrates a diversity of 7)T skills and knowledge. Creativity At Level 5, students apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions. They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.

#hin)ing Processes
Reasoning# processing and in)uiry At Level 5, students use a range of &uestion types, and locate and select relevant information from varied sources when undertaking investigations. #hen identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others" points of view. They use a range of discipline based methodologies. They complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions. Re(lection# evaluation and metacognition At Level 5, students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time.

' (ictorian )urriculum and Assessment Authority * +anuary ,--.

/or more information about the (0LS visit http122vels.vcaa.vic.edu.au