1.+VELS

VELS – LEVEL 4 ( Grade 5 & 6)
The table below show the areas over Victorian Essential Learning Standards (VELS) that we have covered in the Wiki.


 * ** Strand ** || ** Domain ** || ** Dimension ** || **Level ** || ** Key Elements ** ||
 * **Physical, **  **Personaland Social Learning **  || Civics and Citizenship  || Civics knowledge and understanding  || 4  || * Students research an issue, or issues using a range of resources including electronic media. These could include current local, national and global issues; for example, natural disasters and human rights issues. They consider actual and possible actions by citizens and nations in response to the issue/s.
 * Students explore ways in which they can actively participate in their school and community. ||
 * **Discipline – based Learning ** || Humanities - Geography  || Geography knowledge and understanding  || 4  || * Students identify and describe Australia’s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters. They compare the various ways humans have used and affected the Australian environment. Students recommend ways of protecting environmentally sensitive areas in a sustainable way. They provide examples and evidence based on their inquiries. ||
 * **Interdisciplinary Learning ** || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">Information and Communications Technology (ICT)  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">ICT for visual thinking  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">4  || * Students review their stored thinking strategies in order to identify similarities and differences in their thinking patterns. They document in their bank of digital evidence how these visualising thinking strategies help them to understand concepts and relationships.
 * Students apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships. Students use ICT tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allow relationships to be identified and inferences drawn from them. ||
 * ^  ||^   || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">ICT for creating  ||^   || * Students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent how solutions will be produced and the layout of information products. Students modify products on an ongoing basis in order to improve meaning and judge their products against agreed criteria ||
 * ^  ||^   || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">ICT for communicating  ||^   || * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts. They successfully upload their work to a protected public online space. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host. ||
 * || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">Thinking Processes || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%; text-align: center;">Creativity  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px; line-height: 150%;">4 || * <span style="font-family: 'Arial','sans-serif'; font-size: 11px;">Students demonstrate creativity in their thinking in a range of contexts and test the possibilities of concrete and abstract ideas generated by themselves and others. ||