AUSVELS AND VELS REFERENCES FOR THIS FORENSIC UNIT
Below are listed the AUSVELS/VELS learning foci and standards relevant to this iQuest. All are taken from AUSVELS Level 6 and VELS Level 4 as the iQuest is targeted at Grade 6 students.
THE ARTS
At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. They investigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times.
CIVICS AND CITIZENSHIP
Students learn about the processes of making and changing laws and the role of the courts and police. They consider important principles such as the independence of the judiciary, equality before the law, and the presumption of innocence.
COMMUNICATION
Students begin to recognise the purpose of specialised language across the curriculum and to use this appropriately in their own communication. Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience.
DESIGN CREATIVITY AND DESIGN
Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas.
ENGLISH
Students compose, comprehend and respond to an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion. Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and features of language in texts for different purposes and audiences. They develop terminology or metalanguage to talk about and describe particular structures and features of language.
MATHEMATICS
In Space, students identify and sort shapes by properties such as parallel and perpendicular lines (for example, quadrilaterals). They use the ideas of angle, size and scale to describe the features of shapes and solids. In Measurement, chance and data students estimate and measure lengths (including perimeter), area (including surface area), volumes, capacity, time (including duration), and temperature in metric units using appropriate instruments and scales. They determine and use the level of accuracy required for the purpose of the measurement. They develop simple procedures to determine the perimeter and area of simple shapes (for example, counting squares in a grid to determine area). Students plan and conduct questionnaires to collect data for a specific purpose. They recognise different data types such as categorical and numerical, discrete and continuous. They organise and present grouped and ungrouped data using displays such as simple frequency tables and histograms.
PERSONAL LEARNING
As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning. Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
SCIENCE
As students work towards the achievement of Level 4 standards in Science, they develop a more systematic knowledge of science and science concepts drawn from traditional and emerging sciences. Students practise framing and investigating questions that interest them. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. They reflect on the variety of ways collected data can be represented; for example, graphs, tables or digital images, and on changes they may make to the design of their investigation. They complete reports on their investigations and model-building, explaining the science involved using symbols, diagrams and simple equations. Students use a variety of measuring instruments, including alcohol and digital thermometers, to develop an understanding of error in measurement, relating to both the instrument and instrument use. They use this understanding to consider the appropriateness of the inferences and solutions drawn from the evidence and data, and to consider their own responsibilities and safety requirements when working with a variety of instruments and materials. They use hand lenses to examine the smaller visible parts that make up materials.
THINKING PROCESS
As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them. Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.
THE ARTS
At Level 4, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. They investigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times.
CIVICS AND CITIZENSHIP
Students learn about the processes of making and changing laws and the role of the courts and police. They consider important principles such as the independence of the judiciary, equality before the law, and the presumption of innocence.
COMMUNICATION
Students begin to recognise the purpose of specialised language across the curriculum and to use this appropriately in their own communication. Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience.
DESIGN CREATIVITY AND DESIGN
Individually and in small teams, students develop possible solutions in response to design briefs, using simple mind maps, sketches, plans and annotated drawings, labelled diagrams models and flow charts. They increasingly use information and communications technology tools and techniques to research, develop and communicate ideas.
ENGLISH
Students compose, comprehend and respond to an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. They learn how to draw evidence from texts to support their points of view. They experiment with several strategies when interpreting texts containing some unfamiliar ideas and information, for example, reading on, using diagrams, and differentiating between statements of fact or opinion. Students become more systematic in their use of strategies for writing (including note-making, using models, planning, editing and proofreading) and make decisions about appropriate structures and features of language in texts for different purposes and audiences. They develop terminology or metalanguage to talk about and describe particular structures and features of language.
MATHEMATICS
In Space, students identify and sort shapes by properties such as parallel and perpendicular lines (for example, quadrilaterals). They use the ideas of angle, size and scale to describe the features of shapes and solids. In Measurement, chance and data students estimate and measure lengths (including perimeter), area (including surface area), volumes, capacity, time (including duration), and temperature in metric units using appropriate instruments and scales. They determine and use the level of accuracy required for the purpose of the measurement. They develop simple procedures to determine the perimeter and area of simple shapes (for example, counting squares in a grid to determine area). Students plan and conduct questionnaires to collect data for a specific purpose. They recognise different data types such as categorical and numerical, discrete and continuous. They organise and present grouped and ungrouped data using displays such as simple frequency tables and histograms.
PERSONAL LEARNING
As students work towards the achievement of Level 4 standards in Personal Learning, they explore individual strategies and skills that assist in their learning, such as the use of T charts to develop effective listening skills and concept webs to link ideas. With support, they consider a range of approaches to learning and reflect on how the approaches they use influence the quality of their learning. They explore learning styles which may not be their preferred style and consider why such experimentation is an important aspect of their learning. Students develop, justify and monitor their own learning goals. They learn to apply strategies for managing the completion of both short and extended tasks within timeframes set by the teacher and they reflect on how effectively they were able to use these strategies. They are provided with opportunities to manage and monitor progress of some tasks independently, and they compare how they undertake independent tasks and teacher-directed tasks. They review their work for accuracy before presenting it for assessment.
SCIENCE
As students work towards the achievement of Level 4 standards in Science, they develop a more systematic knowledge of science and science concepts drawn from traditional and emerging sciences. Students practise framing and investigating questions that interest them. They develop skills in identifying the forms of evidence or data that are needed for drawing conclusions and proposing solutions to the particular scientific questions they generate. They reflect on the variety of ways collected data can be represented; for example, graphs, tables or digital images, and on changes they may make to the design of their investigation. They complete reports on their investigations and model-building, explaining the science involved using symbols, diagrams and simple equations. Students use a variety of measuring instruments, including alcohol and digital thermometers, to develop an understanding of error in measurement, relating to both the instrument and instrument use. They use this understanding to consider the appropriateness of the inferences and solutions drawn from the evidence and data, and to consider their own responsibilities and safety requirements when working with a variety of instruments and materials. They use hand lenses to examine the smaller visible parts that make up materials.
THINKING PROCESS
As students work towards the achievement of Level 4 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them. Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students participate in activities in which they identify problems that need to be solved. They use a range of techniques to represent the problem and, working individually and with others, develop a range of creative solutions and explore the advantages of generating unconventional rather than conventional solutions. They begin to develop criteria to select and prioritise possible solutions.