MOSSGIEL PARK PRIMARY SCHOOL LIBRARY PROGRAM
INFORMATION LITERACY AND RESEARCH UNIT:
BIOGRAPHY (INCLUDING INLAND EXPLORERS & ABORIGINES)
(Odd years) – Years 5&6
Introduction
This unit of work introduces Biography as a non-fiction genre, and includes research about Australia’s Inland Explorers and other historical figures.
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 1
Contents
Introduction ...........................................................................................................................................................................................................1
Lesson Plans ...........................................................................................................................................................................................................4
Lesson 1 .......................................................................................................................................................................................................4
Lesson 2 .......................................................................................................................................................................................................4
Lesson 3 .......................................................................................................................................................................................................4
Lesson 4 .......................................................................................................................................................................................................4
Lessons 5 - 7................................................................................................................................................................................................7
Lesson 8 .......................................................................................................................................................................................................7
Lesson 9 .......................................................................................................................................................................................................7
Lesson 10 .....................................................................................................................................................................................................7
Learning Focus .....................................................................................................................................................................................................11
Learning Focus Inter-disciplinary Learning ...........................................................................................................................................11
Learning Focus Physical, Personal and Social Learning ...................................................................................................................11
SLAV Library focus ...................................................................................................................................................................................11
Australian Curriculum Priorities ...........................................................................................................................................................................12
Aboriginal cultures and histories .................................................................................................................. 12
Asia and Australia’s engagement with Asia .................................................................................................. 13
POLT Focus ...........................................................................................................................................................................................................13
Digital Demons Unit: Identifying High Quality Sites ............................................................................................................................................13
Values Education ..................................................................................................................................................................................................13
Assessment ..........................................................................................................................................................................................................14
Key Understandings for Assessment............................................................................................................. 14
Focus Questions ............................................................................................................................................ 14
Australian Curriculum ..........................................................................................................................................................................................14
Reading ......................................................................................................................................................... 14
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 2
Writing .......................................................................................................................................................... 15
Speaking and Listening.................................................................................................................................. 16
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6................................................................17
Historical Knowledge and Understanding..................................................................................................... 17
Historical Skills .............................................................................................................................................. 18
Achievement Standards .......................................................................................................................................................................................19
AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORY ............................................ 19
AusVELS PROGRESSION POINTS AND STANDARDS – ENGLISH Years 5 & 6 .................................................. 20
Victorian Essential Learning Standards (VELS).....................................................................................................................................................23
Inter-disciplinary Standards .......................................................................................................................... 23
Inter-disciplinary Standards Thinking Processes Level 4 .............................................................................................................................23
Physical, Personal and Social Learning Standards......................................................................................... 23
Physical, Personal and Social Learning Standards Personal Learning Level 4 .............................................................................................23
Physical, Personal and Social Learning Standards Interpersonal Development Level 4 .............................................................................23
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 3
Activities
Lesson Plans

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Introduce the topic of Fame with
Celebrity Quiz: students score
points for naming 10 famous
people in specified categories.
Discuss why some people are
famous and others are not.
Listen to teacher read the picture
book Meet Mary MacKillop, and
discuss the qualities she needed
to start her school/religious order.
Browse through selected books
using skimming and scanning
techniques to survey readability,
the contents, index and headings.
Deep Thinking (Analysing): Who
are our Australian heroes and why
are they famous? What is the
difference between a celebrity and
a hero? How do these subjects
reflect Australian values?
Conduct Lucky Dip to assign pairs
of students a person to research
(with intervention for Integration
students so that they choose
something manageable).
Brainstorm for research questions
including the set questions.1
Make assessment requirements of
the KWLH clear i.e. develop
simple rubric on c/b, (and collate it
later to use with project rubric).
Discuss ways to achieve learning
goals: Students in pairs develop a
learning plan so that work is
Distribute project requirements,
discuss & review questions for
research from last lesson.
Select a student to choose a
biography for the teacher to read
to the class. Model the use of a
Sunshine Wheel to take notes,
using Qs from a completed
KWLH from last lesson. Read
selections, modelling the use of
Table of Contents, Index,
headings and captions, noting
answers to Qs. Discuss what
values the subject exemplifies,
with examples of behaviour from
the text.
Deep thinking: Evaluate graphic
organisers as a note-taking tool:
Contrast the sunshine wheel with
the note-taking template usually
used in the library program and
review options for other graphic
organisers listed on the project
requirements.
Review progress so far, and
introduce Digital Demons
Identifying High-Quality Sites –
Test before you Trust.
Discuss websites students often
use for research. What kind of
person would write a biography of
an explorer, an inventor etc.?
Would a publisher publish
something a student wrote in a
book? Could they publish it on the
web? Discuss publishing process
& role of editors, authors on the
web may not be experts.
In pairs, students complete Test
Before You Trust task, searching
for one site about their research
subject (NOT Wikipedia) and
assessing it against the criteria on
the Digital Demons worksheet.
Share time (Deep Thinking,
evaluating): which of the criteria
are the most important? Which
are quick and easy to assess?
Students note or bookmark the
URL of any useful sites for
research on their topic.
Review progress so far, and
introduce the concept of the
‘unsung hero’. Discuss which
groups of people tend to be left
out of the historical record.
Distribute selection of NF & fiction
books about war: who’s NOT
included? (Women, Aborigines
and Asians). Discuss bias &
prejudice as a possible reason for
this. Read war service records of
Aborigines in DVA Indigenous
Service book p12-13 & discuss.
Sketch role of Aborigines as
guides in the exploration of
Australia. Deep thinking:
evaluating & making moral
judgements. Ask: what would it
say about this class if none of the
finished projects were about
women, Aborigines or Asians?*
In pairs, students read to
research their chosen person,
and take notes using a graphic
organizer of their choice to
answer their KWLH questions.
Negotiate criteria for assessment
of notes using graphic organisers.
Record the criteria for the rubric
and collate it later to use with
Students continue research using
print and online resources,
recording answers to their Qs on
their graphic organiser.
Students continue research using
print and online resources,
recording answers to their Qs on
their graphic organiser.
*Subjects chosen for students to
research have been selected so
that this does not happen.
1
Where & when he/she was born, Where he /she lived, Why he/she is famous, what did he/she do, Why we should admire him/her (or not), Anything interesting or
unusual about him/her, Why you think people should know about him/her
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 4
Resources
Special needs
SLAV Library Skills
Lesson 1
Lesson 2
shared & completed on time.
project rubric).
Meet Mary MacKillop by Sally
Murphy (920 MAC)
Copy of Project Requirements for
each student.
Teacher’s copy of Celebrity Quiz
& scrap paper for students to use.
Selected NF biographies.
Selected NF biographies.
At risk / ESL: Pre-prepare wiki
with simplified biographies (easy
reading, reduced vocabulary load
and less complex sentence
structures)
Sort selected books into tubs for
table groups so that At-risk group
has texts with easier readability
and well-designed text features
and Enrichment group (Griffiths)
has more challenging texts.
IL 4.1 Defining: select from within
a given topic and narrow a topic
given guidelines and assistance
where needed
Graphic organiser templates:
PMI, Sunshine wheels, Venn
diagrams, concept maps,
Inspiration software etc.
Lesson 3
Lesson 4
Digital Demons Commonsense
Media unit: Identifying High
Quality websites & student Test
Before You Trust worksheet (one
between two).
iPads and laptops.
iPads and laptops.
LisaHillSchoolStuff links to safe
search sites & wiki pages
At risk/ESL Provide assistance
with reading the texts, using the
Table of Contents and an Index.
Enrichment: discuss values
exemplified by chosen subject.
At risk/ESL: guide students
through the worksheet criteria.
IL 4.2 Locating: identify and
locate a range of resources in the
school and the wider community
by independently following a
search plan
IL 4.2 Locating: identify and
locate a range of resources in the
school and the wider community
by independently following a
search plan
IL 4.3 Selecting: select and
record information from a range
of sources
IL 4.3 Selecting: select and
record information from a range
of sources
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Enrichment: encourage students
to add their observations to the
‘details’ to explain’ section.
LisaHillSchoolStuff links to safe
search sites & wiki pages
Selected NF & fiction books about
war.
Class set of Indigenous Service
(DVA Teachers’ Book) p12-13 (or
online)
At risk/ESL Provide assistance
with reading the texts, using the
Table of Contents and an Index.
Enrichment and/or negotiating
menus online, using text
headings etc.
IL 4.3 Selecting: select and
record information from a range
of sources
IL 4.4 Processing and Organising:
process information by
synthesising and beginning to
make generalisations
Page 5
VELS
AusVELS English Y6 AusVELS English Y5
AusVELS History Y5
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Personal Learning: Students
continue to develop and monitor
their own learning goals. They
learn to apply strategies for
managing the completion of more
than one task at a time, and they
reflect on how effectively they
were able to use these strategies.
Thinking Processes: Students
increase their repertoire of
thinking strategies for gathering
and processing information. They
begin to consider which strategies
may be most appropriate for
particular learning contexts.
Interpersonal Development:
Working in different teams,
students are provided with
opportunities to complete tasks of
varying length and complexity.
Interpersonal Development: As a
class or in groups, students
recognise their responsibilities for
managing their learning, such as
staying focused and on task.
Through participation in a variety
of group and whole-class
activities, students continue to
develop skills and strategies for
learning effectively with, and
from, their peers.
Identify aspects of literary texts
that convey details or information
about particular social, cultural
and historical contexts
Navigate and read texts for
specific purposes applying
appropriate text processing
strategies, for example predicting
and confirming, monitoring
meaning, skimming and scanning
Select, navigate and read texts
for a range of purposes applying
appropriate text processing
strategies and interpreting
structural features, for example
table of contents, glossary,
chapters, headings and
subheadings
Recognise that ideas in literary
texts can be conveyed from
different viewpoints, which can
lead to different kinds of
interpretations and responses
Make connections between
students’ own experiences and
those of characters and events
represented in texts drawn from
different historical, social and
cultural contexts
Use comprehension strategies to
interpret and analyse information
and ideas, comparing content
from a variety of textual sources
including media and digital texts
Use comprehension strategies to
interpret and analyse information,
integrating and linking ideas from
a variety of print and digital
sources
Compare texts including media
texts that represent ideas and
events in different ways,
explaining the effects of the
different approaches.
Identify questions to inform an
historical inquiry
The role that a significant
individual or group played in
shaping a colony; for example,
explorers, farmers,
entrepreneurs, artists, writers,
humanitarians, religious and
political leaders, and Aboriginal
and/or Torres Strait Islander
peoples.
Understand the uses of objective
and subjective language and
bias.
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Use historical terms and concepts
Use historical terms and concepts
Identify and locate a range of
relevant sources
Identify and locate a range of
relevant sources
Locate information related to
inquiry questions in a range of
sources
Locate information related to
inquiry questions in a range of
sources
Page 6
Deep
Think AusVELS History Y6
ing
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Identify questions to inform an
historical inquiry
The contribution of individuals
and groups, including Aboriginal
people and/or Torres Strait
Islanders and migrants, to the
development of Australian
society, for example in areas
such as the economy, education,
science, the arts, sport.
Use historical terms and concepts
Use historical terms and concepts
Identify and locate a range of
relevant sources
Identify and locate a range of
relevant sources
Locate information related to
inquiry questions in a range of
sources
Locate information related to
inquiry questions in a range of
sources
Evaluating
Evaluating
Analysing
Lessons 5 - 7
Lesson 8
Lesson 9
Introduce rubric compiled from
negotiated rubrics from previous
lessons.
Begin making persuasive texts (A4
posters) promoting the person chosen
for research used, including
 the answers to the inquiry
questions
 text features (borders, headings
etc)
 the name of the book, the author
and the library call number and/or
name of the website, author &
URL.
Students finish posters.
Activities
Students continue research using print
and online resources, recording
answers to their Qs on their graphic
organiser. Support students to use
rubric to improve work.
Deep Thinking (evaluating): Table talk:
how does your subject measure up?
Does he/she deserve fame?
Self-and peer editing of notes.
Support student self-assessment to
gauge progress against learning
goals. Provide feedback.
Deep Thinking (evaluating): Table talk:
how do other students’ subjects
measure up? Do they deserve fame?
Self-and peer editing of persuasive
texts.
evaluating & making moral
judgements
Review criteria from the negotiated
rubric and set ground rules for self-and
peer assessment.
Students self-assess their talks and
project posters using the project rubric
and prepare for presentation.
Deep thinking: Evaluating & Analysis:
Discuss the effectiveness of a
Sunshine Wheel and other graphic
organisers for taking notes and
organising thinking.
Self-evaluate the posters and personal
learning skills using the project rubric.
Lesson 10
Presentation of talks, question time,
and peer assessment.
Self-assessment of talk component of
rubric.
Teacher feedback.
Optional: selected students may
record their talks for submission to the
Student Editorial Team for publication
on the MPPS website.
Deep thinking: Evaluating & Analysis:
Students complete LH component of
KWLH.
Support student self-assessment to
gauge progress against learning
goals. Provide feedback.
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 7
Resources
Lessons 5 - 7
Lesson 8
Lesson 9
Lesson 10
iPads and laptops.
Inspiration software (laptops)
Inspiration software (laptops)
Peer assessment rubrics.
LisaHillSchoolStuff links to safe search
sites & wiki pages
A4 Cover paper
A4 Cover paper
Selected NF & fiction books about
war.
Textas, fine-liners, gel pens etc.
Project resource books.
SLAV Library Skills
Special needs
Class set of Indigenous Service (DVA
Teachers’ Book) p12-13 (or online)
At risk/ESL Provide assistance with
reading the texts, using the Table of
Contents and an Index. Enrichment
and/or negotiating menus online, using
text headings etc.
IL 4.3 Selecting: select and record
information from a range of sources
IL 4.4 Processing and Organising:
process information by synthesising
and beginning to make generalisations
At risk Provide resource books for
scripts and headings for At-risk
students having difficulty with
presentation skills.
At risk/ESL: Coach
Enrichment: Early finishers may
browse and read from other
biographies.
At risk Counsel any students
disappointed with their performance
and discuss strategies for future
learning.
ESL:
ESL:
Enrichment:
Enrichment:
IL 4.4 Processing and Organising:
process information by synthesising
and beginning to make generalisations
IL 4.4 Processing and Organising:
process information by synthesising
and beginning to make generalisations
IL 4.5 Creating and Sharing: present
logical responses to a search task
IL 4.5 Creating and Sharing: present
logical responses to a search task
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
IL 4.6 Evaluation Strategies: review
the appropriateness and acceptability
of the presentation in relation to the
original task
IL 4.5 Creating and Sharing: present
logical responses to a search task
IL 4.6 Evaluation Strategies: review
the appropriateness and acceptability
of the presentation in relation to the
original task
Page 8
VELS
AusVELS English Y5
AusVELS English Y6
Lessons 5 - 7
Lesson 8
Lesson 9
Lesson 10
Interpersonal Development
Personal Learning: Students continue
to develop and monitor their own
learning goals. They learn to apply
strategies for managing the
completion of more than one task at a
time, and they reflect on how
effectively they were able to use these
strategies.
Interpersonal Development
Interpersonal Development
Students contribute to the
development of and use criteria for
evaluating their own and the team’s
effectiveness in team work.
Students contribute to the
development of and use criteria for
evaluating their own and the team’s
effectiveness in team work.
Plan, draft and publish imaginative,
informative and persuasive print and
multimodal texts, choosing text
structures, language features, images
and sound appropriate to purpose and
audience
Reread and edit student's own and
others’ work using agreed criteria for
text structures and language features
Plan, rehearse and deliver
presentations for defined audiences
and purposes incorporating accurate
and sequenced content and
multimodal elements
Plan, rehearse and deliver
presentations for defined audiences
and purposes incorporating accurate
and sequenced content and
multimodal elements
Plan, draft and publish imaginative,
informative and persuasive texts,
choosing and experimenting with text
structures, language features, images
and digital resources appropriate to
purpose and audience
Reread and edit students’ own and
others’ work using agreed criteria and
explaining editing choices
Working in different teams, students
are provided with opportunities to
complete tasks of varying length and
complexity. In doing so, they learn to
identify the characteristics of members
in effective teams and to develop
descriptions for particular roles such
as leader, recorder and participant.
Students contribute to the
development of and use criteria for
evaluating their own and the team’s
effectiveness in team work.
Understand the use of vocabulary to
express greater precision of meaning,
and know that words can have
different meanings in different contexts
Investigate how vocabulary choices,
including evaluative language can
express shades of meaning, feeling
and opinion
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Clarify understanding of content as it
unfolds in formal and informal
situations, connecting ideas to
students’ own experiences and
present and justify a point of view
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing and
supporting arguments, sharing and
evaluating information, experiences
and opinions
Participate in and contribute to
discussions, clarifying and
interrogating ideas, developing and
supporting arguments, sharing and
evaluating information, experiences
and opinions
Plan, rehearse and deliver
presentations, selecting and
sequencing appropriate content and
multimodal elements for defined
audiences and purposes, making
appropriate choices for modality and
emphasis
Page 9
Deep AusVEL
S
AusVELS
Think History History Y5
ing
Y6
Lessons 5 - 7
Lesson 8
Lesson 9
Lesson 10
Develop texts, particularly narratives
and descriptions, which incorporate
source materials
Develop texts, particularly narratives
and descriptions, which incorporate
source materials
Use a range of communication forms
(oral, graphic, written) and digital
technologies
Use a range of communication forms
(oral, graphic, written) and digital
technologies
Develop texts, particularly narratives
and descriptions, which incorporate
source materials
Develop texts, particularly narratives
and descriptions, which incorporate
source materials
Use a range of communication forms
(oral, graphic, written) and digital
technologies
Use a range of communication forms
(oral, graphic, written) and digital
technologies
Evaluating
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Evaluating
Evaluating & Analysis
Evaluating & Analysis
Page 10
Learning Focus
Learning Focus
Interdisciplinary
Learning
L4 Thinking Processes
Students increase their repertoire of thinking strategies for gathering and processing information. These include identifying simple cause and effect,
elaborating and analysing, and developing logical arguments. They begin to consider which strategies may be most appropriate for particular learning
contexts. They increasingly focus on tasks that require flexible thinking for decision making, synthesis and creativity.
L4 Interpersonal Development
Working in different teams, students are provided with opportunities to complete tasks of varying length and complexity. In doing so, they learn to identify
the characteristics of members in effective teams and to develop descriptions for particular roles such as leader, recorder and participant. Students
contribute to the development of and use criteria for evaluating their own and the team’s effectiveness in team work.
Learning Focus
Physical,
Personal and
Social Learning
L4 Personal learning:
They discuss the value of persistence and effort, and reflect on how these qualities affect their learning. As a class or in groups, students recognise their
responsibilities for managing their learning, such as staying focused and on task. Through participation in a variety of group and whole-class activities,
students continue to develop skills and strategies for learning effectively with, and from, their peers. They begin to articulate the advantages of learning
with peers, including giving and acting upon constructive feedback, and identify the values that underpin the creation of a classroom environment that will
support the learning of all students.
Students continue to develop and monitor their own learning goals. They learn to apply strategies for managing the completion of more than one task at a
time, and they reflect on how effectively they were able to use these strategies.
IL 4.1 Defining: select from within a given topic and narrow a topic given guidelines and assistance where needed
IL 4.2 Locating: identify and locate a range of resources in the school and the wider community by independently following a search plan
SLAV Library
focus
IL 4.3 Selecting: select and record information from a range of sources
IL 4.4 Processing and Organising: process information by synthesising and beginning to make generalisations
IL 4.5 Creating and Sharing: present logical responses to a search task
IL 4.6 Evaluation Strategies: review the appropriateness and acceptability of the presentation in relation to the original task
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 11
Australian Curriculum Priorities
Aboriginal
cultures and
histories
The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. For Aboriginal and Torres Strait Islander
students it provides an opportunity to see themselves within the curriculum in an education setting that respects and promotes their cultural
identities. Students are taught that Australian Aboriginal societies are the longest surviving societies in the world and that Aboriginal people and
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 12
Asia and
Australia’s
engagement
with Asia
POLT Focus
Digital
Demons Unit:
Identifying
High Quality
Sites
Values
Education
Torres Strait Islander people are two distinct groups. Students learn about Aboriginal and Torres Strait Islander occupation of the continent prior to
colonisation by the British, and the ensuing contact and conflict between these societies. Students develop an awareness of the resilience of
Aboriginal and Torres Strait Islander peoples and the ways in which their expertise and experiences in contemporary science, education, the arts,
sport, tourism, inventions and knowledge of medicine have contributed to the development of a culturally diverse Australian society.
In the Australian Curriculum: History. Students develop an understanding of the diversity of the peoples of Asia and their contributions to the region
and the world, and an appreciation of the importance of the region for Australia and the world. Students understand the dynamic nature of sociopolitical relationships within the region over time, and the role that individuals, governments and other organisations play in shaping relationships
between peoples and countries. Students develop an appreciation of the history of Australia-Asia engagement and how this influences contemporary
Australian society and relationships with the countries of Asia. They understand the long history of migration to Australia by people from Asia and
appreciate the contributions made over time by Asian Australians to the development of Australia’s culture and society. They also understand the
ongoing role played by Australia and individual Australians in major events and developments in the Asia region.
1.3 Teaching strategies promote students' self-confidence and willingness to take risks with their learning
Providing appropriate support structures for open inquiry projects and investigations
Encouraging students to follow interesting and open lines of inquiry
Modelling acceptance and valuing of unusual ideas
Using explicit assessment criteria that encourage students to try out new ideas.
Principle 3.2: The teacher uses a range of teaching strategies that support different ways of thinking and learning
Ensuring each task has an open ended aspect that allows students to work at different levels and paces
Arranging for time in each teaching session to give individual support to students in need of particular attention.
Overview: Students explore the idea that anyone can publish on the Web, so not all sites are equally trustworthy.
They need to carefully evaluate the sites they use for research, and then decide which ones they can trust.
Students will:
• Understand how the ease of publishing on the Web might affect how much they can trust the content of some sites
• Learn criteria that will help them evaluate websites
• Apply the criteria to a site to determine how trustworthy and useful it is
Care and compassion
Freedom
Integrity: thinking for yourself.
Fair go
Responsibility
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Doing your best
Respect.
Honesty and trustworthiness
Understanding, tolerance, and inclusion
Page 13
Assessment
Key Understandings for Assessment
(The depth of understanding for these understandings varies according to the topic
students choose for research, but all students take part in whole class focus
activities)
Aboriginal and Asian Australians have contributed to Australian society in a variety
of ways but this has not always been acknowledged.
European explorers navigated an unfamiliar landscape at risk of their own lives in
search of wealth or fame.
Focus Questions
Who are our Australian heroes and why are they famous?
What is the difference between a celebrity and a hero?
Why are inventors and researchers important to Australia?
How do these heroes reflect Australian values and culture?
Why do some people who’ve done worthwhile things not achieve fame?
Migrants to Australia have contributed to the development of medical and other
advances that benefit our society.
Australian Curriculum
Reading
Australian Curriculum
Literature
Literature and Context - How
texts reflect the context of
culture and situation in which
they are created
Australian Curriculum Literature Year 5
Australian Curriculum Literature Year 6
Identify aspects of literary texts that convey details or
information about particular social, cultural and historical
contexts
Make connections between students’ own experiences
and those of characters and events represented in texts
drawn from different historical, social and cultural
contexts
Responding to Literature –
Features of literary texts
Recognise that ideas in literary texts can be conveyed
from different viewpoints, which can lead to different
kinds of interpretations and responses
Identify, describe, and discuss similarities and differences
between texts, including those by the same author or
illustrator, and evaluate characteristics that define an
author’s individual style
Australian Curriculum Literacy
Australian Curriculum Literacy Year 5
Australian Curriculum Literacy Year 6
Texts in context - Texts and the
contexts in which they are
used
Show how ideas and points of view in texts are conveyed
through the use of vocabulary, including idiomatic
expressions, objective and subjective language, and that
these can change according to context
Navigate and read texts for specific purposes applying
appropriate text processing strategies, for example
predicting and confirming, monitoring meaning, skimming
Compare texts including media texts that represent ideas
and events in different ways, explaining the effects of the
different approaches
Interpreting, analysing,
evaluating - Reading processes
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Select, navigate and read texts for a range of purposes
applying appropriate text processing strategies and
interpreting structural features, for example table of
Page 14
Australian Curriculum
Literature
Interpreting, analysing,
evaluating – Comprehension
strategies
Creating texts - Creating texts
Creating texts - Editing
Australian Curriculum Literature Year 5
Australian Curriculum Literature Year 6
and scanning
Use comprehension strategies to interpret and analyse
information, integrating and linking ideas from a variety of
print and digital sources
Plan, draft and publish imaginative, informative and
persuasive print and multimodal texts, choosing text
structures, language features, images and sound
appropriate to purpose and audience
Reread and edit student’s own and others’ work using
agreed criteria for text structures and language features
contents, glossary, chapters, headings and subheadings
Use comprehension strategies to interpret and analyse
information and ideas, comparing content from a variety
of textual sources including media and digital texts
Plan, draft and publish imaginative, informative and
persuasive texts, choosing and experimenting with text
structures, language features, images and digital
resources appropriate to purpose and audience
Reread and edit students’ own and others’ work using
agreed criteria and explaining editing choices
Writing
Year 5 Content
Language
Understand the use
of vocabulary to
express greater
precision of
meaning, and know
that words can have
different meanings
in different contexts
(ACELA1512)
Literacy
Plan, draft and
publish imaginative,
informative and
persuasive print and
multimodal texts,
choosing text
structures, language
features, images
and sound
appropriate to
purpose and
audience
(ACELY1704)
Elaborations
 moving from general, ‘all-purpose’ words, for
example ‘cut’ to more specific words, for
example ‘slice’, ‘dice’, ‘fillet’, ‘segment’
Elaborations
 using research from print and digital resources
to gather and organise information for writing
 selecting an appropriate text structure for the
writing purpose and sequencing content
according to that text structure, introducing the
topic, and grouping related information in wellsequenced paragraphs with a concluding
statement
 using vocabulary, including technical
vocabulary, appropriate to the type of text and
purpose. Using appropriate grammatical
features, including more complex sentences
and relevant verb tense, pronoun reference,
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Year 6 Content
Language
Investigate how
vocabulary choices,
including evaluative
language can
express shades of
meaning, feeling
and opinion
(ACELA1525)
Literacy
Compare texts
including media
texts that represent
ideas and events in
different ways,
explaining the
effects of the
different
approaches
(ACELY1708)
Elaborations
 identifying (for example from reviews) the ways
in which evaluative language is used to assess
the qualities of the various aspects of the work in
question
Elaborations
 identifying and exploring news reports of the
same event, and discuss the language choices
and point of view of the writers

using display advertising as a topic vehicle for
close analysis of the ways images and words
combine for deliberate effect including examples
from the countries of Asia (for example
comparing Hollywood film posters with Indian
Bollywood film posters)
Page 15

Reread and edit
student's own and
others’ work using
agreed criteria for
text structures and
language features
(ACELY1705)

adverbials and noun groups for lengthier
descriptions
using paragraphs to present and sequence a
text
editing for flow and sense, organisation of ideas
and choice of language, revising and trying new
approaches if an element is not having the
desired impact
Plan, draft and
publish imaginative,
informative and
persuasive texts,
choosing and
experimenting with
text structures,
language features,
images and digital
resources
appropriate to
purpose and
audience
(ACELY1714)


creating informative texts for two different
audiences, such as a visiting academic and a
Level 3 class, that explore an aspect of
biodiversity
using rhetorical devices, images, surprise
techniques and juxtaposition of people and
ideas and modal verbs and modal auxiliaries to
enhance the persuasive nature of a text,
recognising and exploiting audience
susceptibilities
Speaking and Listening
Year 5 Content
Language
Understand how to
move beyond
making bare
assertions and take
account of differing
perspectives and
points of view
(ACELA1502)
Literacy
Clarify
understanding of
content as it unfolds
Elaborations
 recognising that a bare assertion (for example
'It's the best film this level') often needs to be
tempered by: using the 'impersonal it' to
distance oneself (for example 'It could be that it
is the best film this level'); recruiting anonymous
support (for example 'It is generally agreed that
it is the best film this level.'); indicating a general
source of the opinion (for example 'Most critics
agree that it is the best film this level.');
specifying the source of the opinion (for
example 'David and Margaret both agree that it
is the best film this level') and reflecting on the
effect of these different choices
Elaborations
 asking specific questions to clarify a speaker’s
meaning, making constructive comments that
keep conversation moving, reviewing ideas
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Year 6 Content
Language
Understand the
uses of objective
and subjective
language and bias
(ACELA1517)
Literacy
Participate in and
contribute to
discussions,
Elaborations
 understanding when it is appropriate to share
feelings and opinions (for example in a personal
recount) and when it is appropriate to remain
more objective (for example in a factual recount)
 differentiating between reporting the facts (for
example in a news story) and providing a
commentary (for example in an editorial
Elaborations
 using strategies, for example pausing,
questioning, rephrasing, repeating,
summarising, reviewing and asking clarifying
Page 16
in formal and
informal situations,
connecting ideas to
students’ own
experiences and
present and justify a
point of view
(ACELY1699)
Plan, rehearse and
deliver
presentations for
defined audiences
and purposes
incorporating
accurate and
sequenced content
and multimodal
elements
(ACELY1700)
expressed and conveying tentative conclusions

planning a report on a topic, sequencing ideas
logically and providing supporting detail,
including graphics, sound and visuals to
enhance audience engagement and
understanding
clarifying and
interrogating ideas,
developing and
supporting
arguments, sharing
and evaluating
information,
experiences and
opinions
(ACELY1709)
Plan, rehearse and
deliver
presentations,
selecting and
sequencing
appropriate content
and multimodal
elements for
defined audiences
and purposes,
making appropriate
choices for modality
and emphasis
(ACELY1710)
questions
exploring personal reasons for acceptance or
rejection of opinions offered and linking the
reasons to the way our cultural experiences can
affect our responses
recognising that closed questions ask for precise
responses while open questions prompt a
speaker to provide more information



using technologies to collaboratively prepare a
humorous, dynamic group view on a debatable
topic, such as ‘Kids should be allowed to read
and view what they like,’ to be presented to
teachers and parents
AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS AND ELABORATIONS – HISTORY: Years 5 & 6
Historical Knowledge and Understanding
Year 5 Content
The Australian
Colonies
The role that a
significant individual
or group played in
shaping a colony; for
example, explorers,
farmers,
entrepreneurs,
artists, writers,
Elaborations

investigating the contribution or significance of
an individual or group to the shaping of a
colony in the 1800s (for example groups such
as explorers or pastoralists; or individuals such
as Blaxland, Lawson and Wentworth,
G.J.Macdonald, Elizabeth and John Macarthur,
Caroline Chisholm, Saint Mary Mackillop, Peter
Lalor, James Unaipon)
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Year 6 Content
Australia as a
nation
The contribution of
individuals and
groups, including
Aboriginal people
and/or Torres Strait
Islanders and
migrants, to the
development of
Elaborations


examining population data that show the
places of birth of Australia’s people at one or
more points of time in the past and today, and
using digital technologies to process and
record this data
investigating the role of specific cultural groups
in Australia’s economic and social
development (for example the cattle industry,
Page 17
humanitarians,
religious and political
leaders, and
Aboriginal and/or
Torres Strait Islander
peoples.
(ACHHK097)

exploring the motivations and actions of an
individual or group that shaped a colony
Australian society, for
example in areas
such as the
economy, education,
science, the arts,
sport. (ACHHK116)

the Snowy Mountains Scheme, the pearling
industry)
considering notable individuals in Australian
public life across a range of fields (for example
the arts, science, sport, education), including
Aboriginal and Torres Strait Islander people, a
range of cultural and social groups, and
women and men drawn from the Australian
Living Treasures list or from the Australian
Dictionary of Biography)
Historical Skills
Year 5 Skills
Chronology, terms
and concepts
Use historical terms
and concepts
(ACHHS099)
Historical questions
and research
Identify questions to
inform an historical
inquiry (ACHHS100)
Identify and locate a
range of relevant
sources (ACHHS101)
Elaborations

using historical terms (such as the gold
era, the Eureka Stockade, the Myall Creek
Massacre, colony)
 understanding the key concepts related to
the content such as settlement, expansion,
migration, protection, development, rural,
urban)
Elaborations



developing key questions about the local
community or region (for example: ‘Why
was the area settled?’ ‘What people came
to live in the area?’ ‘How did they make
their living?’ ‘How did men, women, and
children live?’)
using internet search engines, museums,
library catalogues and indexes to find
material relevant to an inquiry (for example
primary sources such as stories, songs,
diaries, official documents, artworks)
understanding the internet domain names
‘com’, ‘edu’, ‘gov’ as indicators of the
provenance of a source
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Year 6 Skills
Chronology, terms
and concepts
Use historical terms
and concepts
(ACHHS118)
Historical questions
and research
Identify questions to
inform an historical
inquiry (ACHHS119)
Elaborations

Elaborations


Identify and locate a
range of relevant
sources (ACHHS120)
using historical terms and concepts related to
the content such as ‘democracy’, ‘federation’,
‘empire’, ‘immigration’, ‘heritage’, ‘diversity’,
‘enfranchisement’, ‘suffrage’


developing key questions about the birth of
Australian democracy and the experiences of
citizenship for women, migrants and Aboriginal
and Torres Strait Islander people
developing key questions about immigration
such as: ‘What were the main reasons people
migrated to Australia?’ ‘Who migrated?’ ‘Where
did they come from?’ ‘What impact have they
had on the character of Australian society?’
using internet search engines, museums, library
catalogues and indexes to find material relevant
to an inquiry
identifying community or family members who
migrated to Australia and conducting an
interview to learn about their experiences;
understanding that different questions elicit
different kinds of answers (for example the
Page 18

Explanation and
communication
Develop texts,
particularly narratives
and descriptions,
which incorporate
source materials
(ACHHS105)
Elaborations



Use a range of
communication forms
(oral, graphic, written)
and digital
technologies
(ACHHS106)
visiting a local cemetery and surveying the
graves to find clues about the patterns of
settlement, ages and causes of death in
the local area


using sources to develop narratives (for
example reasons for the establishment of
colonies, effects of key developments and
events on colonies, the impact of
significant groups or individuals on
development)
using some of the language devices of
narratives, evocative vocabulary, and
literary sentence structures but using real
characters and events to tell their story
creating visual, oral or written journals
reflecting the daily life experiences of
different inhabitants of a convict or colonial
settlement
using ICT to create presentations which
are suitable for the target audience and
include text, images and/or audiovisuals.
using communication technologies to
exchange information and to foster a
collaborative response (for example a wiki)
Explanation and
communication
Develop texts,
particularly narratives
and descriptions,
which incorporate
source materials
(ACHHS124)
difference between a closed and open question
– ‘Did you like Australia when you first arrived?’
compared with ‘How did you feel about Australia
when you first arrived?’)
 retrieving census data to construct arguments
for and against migration
Elaborations



Use a range of
communication forms
(oral, graphic, written)
and digital
technologies
(ACHHS125)


developing narratives based on information
identified from a range of sources (using some
of the language devices of narratives, evocative
vocabulary, and literary sentence structures but
using real characters and events to tell their
story)
combining literary and informational language
(for example ‘Standing on a cold windy pier in
Kythera, Dimitri waved goodbye to his crying
mother.’); evocative language and complex
narrative structures and factual vocabulary and
simple and compound sentence structures (for
example ‘It was 1956 and Greece was
recovering from a long civil war.’)
composing historical texts (for example
information reports, expository texts, persuasive
texts, recounts, biographies)
developing charts, graphs, tables, digital
presentations, written and oral presentations to
explain the past using ICTs.
creating a digital story, using text, images and
audio/visual material, to record migrant
experiences
Achievement Standards
AusVELS PROGRESSION POINTS AND ACHIEVEMENT STANDARDS – HISTORY
At Progression Point 4.5 , a student progressing towards the standard at
Level 5 may, for example:
At Progression Point 5.5 , a student progressing towards the standard at
Level 6 may, for example:


identify the reasons for particular events, for example; the settlement of the
Port Phillip district, Moreton Bay or Port Arthur and the effects on Aboriginal
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
describe change and continuity in relation to events, for example; how
Australians were ruled from colonial government to federal government
Page 19




inhabitants
describe the daily lives of people of the past, for example; the housing, work,
leisure, education of governors, convicts, free settlers, farmers or children
describe a significant event and the role of particular people, for example; the
roles of John Batman and John Pascoe Fawkner in the settlement of
Melbourne.
develop questions which might be asked about, for example; daily life on the
goldfields and suggest types of sources which might be used to answer their
questions.
record information from a range of sources, for example diaries and letters
which provide views of settlers; paintings and drawings of the goldfields to
describe daily life in a colony





Year 5 History achievement standard
By the end of Level 5, students identify the causes and effects of change
on particular communities, and describe aspects of the past that remained
the same. They describe the different experiences of people in the past.
They describe the significance of people and events in bringing about
change.
Students sequence events and people (their lifetime) in chronological
order, using timelines. When researching, students develop questions to
frame an historical inquiry. They identify a range of sources and locate and
record information related to this inquiry. They examine sources to identify
points of view. Students develop, organise and present their texts,
particularly narratives and descriptions, using historical terms and
concepts.
compare experiences of people in the new nation, for example; the rights of
Aboriginal people, women and workers at Federation and in the first decades
of the twentieth century.
development of timelines which show for example; the events leading to
federation of the Australian colonies.
develop inquiry questions about a particular event and its influence on
migration to Australia in the 20th century, for example; World War II, the
Vietnam War, the War in Sudan, military rule in Argentina, the Indonesian
occupation of East Timor.
identify useful sources such as statistics, first person accounts, newspaper
articles, photographs to answer questions about for example migration to
Australia
describe points of view presented in sources for example; first-person accounts
of reasons for migration.
Year 6 History achievement standard
By the end of Level 6, students identify change and continuity and describe
the causes and effects of change on society. They compare the different
experiences of people in the past. They explain the significance of an
individual and group.
Students sequence events and people (their lifetime) in chronological
order, and represent time by creating timelines. When researching,
students develop questions to frame an historical inquiry. They identify a
range of sources and locate and compare information to answer inquiry
questions. They examine sources to identify and describe points of view.
Students develop texts, particularly narratives and descriptions. In
developing these texts and organising and presenting their information,
they use historical terms and concepts and incorporate relevant sources.
AusVELS PROGRESSION POINTS AND STANDARDS – ENGLISH Years 5 & 6
Year 5 Reading and viewing Progression Point 4.5



identify the typical structures and language features of a range of
text types for example narrative, procedure, exposition,
explanation, discussion and informative (ACELA1504 Purpose,
audience and structures of different types of texts)
describe how aspects of literary texts can convey information about
cultural elements, such as beliefs, traditions and customs
(ACELT1608 How texts reflect the context of culture and situation
in which they are created)
identify and explain characteristic text structures and language
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Year 6 Reading and Viewing Progression Point 5.5



identify and explain how language choices are used to influence personal
responses to texts, for example modality can be used to opened up
degrees of possibility through the use of a selection of modal verbs,
adverbs, adjectives and nouns (ACELT1615 Expressing preferences and
evaluating texts)
analyse the similarities or differences in literary texts on similar topics,
themes or plots, for example, the use of a first-person or third-person
narrator (ACELT1614 Personal responses to the ideas, characters and
viewpoints in texts)
compare the structures and features of different texts with a similar
Page 20

features used in a range of imaginative, informative and persuasive
texts to meet the purpose of the text (ACELY1701 Purpose and
audience)
analyse, for example by making connections between ideas and
information in and across texts to clarify understanding, and
synthesise ideas and information from print and digital sources
(ACELY1703 Comprehension strategies)


purpose (ACELY1711 Purpose and audience)
use of a variety of comprehension strategies to interpret and analyse
information and ideas; for example, reviewing, summarising, asking
questions or predicting, (ACELY1713 Comprehension strategies)
identify and analyse strategies authors use language to influence the
reader (ACELY1801 Analysing and evaluating texts)
Year 5 Reading and Viewing achievement standard
By the end of Level 5, students explain how text structures assist in
understanding the text. They understand how language features, images
and vocabulary influence interpretations of characters, settings and events.
They analyse and explain literal and implied information from a variety of
texts. They describe how events, characters and settings in texts are
depicted and explain their own responses to them.
Year 6 Reading and Viewing achievement standard
By the end of Level 6, students understand how the use of text structures
can achieve particular effects. They analyse and explain how language
features, images and vocabulary are used by different authors to represent
ideas, characters and events. They compare and analyse information in
different texts, explaining literal and implied meaning. They select and use
evidence from a text to explain their response to it.
Year 5 Writing Progression Point 4.5
Year 6 Writing Progression Point 5.5






use vocabulary to create precise meaning, and select words
appropriate to the context (ACELA1512 Vocabulary)
form the possessive by adding just the apostrophe to regular plural
nouns ending in ‘s’ (ACELA1506 Punctuation)
use noun groups to provide a fuller description of a person, place,
thing or idea appropriate to the purpose and audience
(ACELA1508 Word level grammar)
create literary text using settings or characters that draw on the
worlds from texts students have experienced or read in class
(ACELT1612 Creating literary texts)
plan, draft and publish a selection of imaginative, informative and
persuasive print and multimodal texts, choosing texts structures
and language features appropriate to purpose and audience
(ACELY1704 Creating texts)
develop agreed criteria for text structure and language features to
edit own and others’ work (ACELY1705 Editing)
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6





use either omission or substitution to create cohesive links in texts
(ACELA1520 Text cohesion)
use the subordinate clause in complex sentences to elaborate, extend or
explain ideas (ACELA1522 Sentence and clause level grammar)
select vocabulary to express shades of meaning, feeling or opinion
(ACELA1525 Vocabulary)
use of a selection of banks of known words, word origins, base words,
suffixes and prefixes, morphemes, spelling patterns and generalisations to
learn and spell new words (ACELA1526 Spelling)
plan, draft and publish a range of texts appropriate to purpose and
audience, choosing and experimenting with text structures, language
features, images or digital resources (ACELT1714 Creating texts)
Page 21
Year 5 Writing achievement standard
Students use language features to show how ideas can be extended. They
develop and explain a point of view about a text. They create a variety of
sequenced texts for different purposes and audiences. When writing, they
demonstrate understanding of grammar, select specific vocabulary and use
accurate spelling and punctuation, editing their work to provide structure
and meaning.
Year 6 Writing achievement standard
Students understand how language features and language patterns can be
used for emphasis. They show how specific details can be used to support
a point of view. They explain how their choices of language features and
images are used. They create detailed texts elaborating upon key ideas for
a range of purposes and audiences. They demonstrate understanding of
grammar, make considered choices from an expanding vocabulary, use,
accurate spelling and punctuation for clarity and make and explain editorial
choices.
Year 5 Speaking and listening Progression Point 4.5
Year 6 Speaking and listening Progression Point 5.5






temper bare assertions by using, for example, distancing, recruiting
anonymous support, indicating a general or specific source of
opinion (ACELA1502 Evaluative language)
present a point of view about particular literary texts using
metalanguage, for example simile, metaphor and personification
(ACELT1609 Personal responses to the ideas, characters and
viewpoints in texts)
sequence ideas logically and providing supporting detail, including
graphics, sound and visuals to enhance audience engagement and
understanding (ACELY1700 Oral presentations)
ask relevant questions to clarify meaning of others’ presentations
or contributions to discussions (ACELY1796 Listening and
speaking interactions)
experiment with voice effects in formal presentations such as tone,
volume, pitch and pace, recognising the effects these have on
audience understanding (ACELY1796)
Year 5 Speaking and listening achievement standard
Students listen and ask questions to clarify content. They use language
features to show how ideas can be extended. They develop and explain a
point of view about a text selecting information, ideas and images from a
range of resources. They create a variety of sequenced texts for different
purposes and audiences. They make presentations and contribute actively
to class and group discussions, taking into account other perspectives.
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6



use strategies and skills for interaction to match increasing formality
(ACELA1516 Language for social interaction, ACELY1816 Listening and
speaking interactions)
plan, rehearse and deliver of presentations for defined audiences and
purposes, with attention to making choices for modality and emphasis
(ACELY1710 Oral presentations)
use of open or closed questions in discussions depending on the purpose
(ACELY1709 Listening and speaking interactions)
experiment with voice effects for different audiences and purposes, such
as tone, volume, pitch and pace, recognising the effects these have on
audience understanding and engagement (ACELY1816 Listening and
speaking interactions)
Year 6 Writing achievement standard
Students listen to discussions, clarifying content and challenging others’
ideas. They understand how language features and language patterns can
be used for emphasis. They show how specific details can be used to
support a point of view. They explain how their choices of language
features and images are used. They create detailed texts, elaborating on
key ideas for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using
a variety of strategies for effect.
Page 22
Victorian Essential Learning Standards (VELS)
Inter-disciplinary Standards
Inter-disciplinary Standards Thinking Processes Level 4
Reason Processing & Enquiry
At Level 4, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish
between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision making. They develop reasoned arguments using
supporting evidence.
Creativity
At Level 4, students use creative thinking strategies to generate imaginative solutions when solving problems. They demonstrate creativity in their thinking in a range of
contexts and test the possibilities of concrete and abstract ideas generated by themselves and others.
Reflection, evaluation and metacognition
At Level 4, students use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness. They articulate their thinking processes. They
document changes in their ideas and beliefs over time.
Physical, Personal and Social Learning Standards
Physical, Personal and Social Learning Standards Personal Learning Level 4
The individual learner
At Level 4 students identify their preferred learning styles and describe factors which promote learning. They demonstrate the ability to learn independently and with peers,
and respond positively to, and act upon, constructive feedback. They persist when experiencing difficulty with learning tasks. They actively contribute to the creation of a
positive learning environment in the classroom.
Managing personal learning
At Level 4 students monitor and describe progress in their learning. They negotiate learning improvement goals and justify the choices they make about their own learning.
Students develop and implement plans to complete tasks within externally imposed time frames.
Physical, Personal and Social Learning Standards Interpersonal Development Level 4
Building social relationships
At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. Students describe the impact of bullying.
They accept and display empathy for the points of view and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict.
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 23
Working in teams
At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate
tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and
evaluate their own and the team’s performance.
Reproducing the F–10 Curriculum (but not the AusVELS logo or VELS logo), is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0
Australia (CC BY NC SA) licence. http://creativecommons.org/licenses/by-nc-sa/3.0/au/“
Mossgiel Park PS InfoLit & Research AusVELS unit: Biography – years 5 & 6
Page 24