Australian Curriculum Standards (ACARA) — Grade 5


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Based on the ACARA curriculum.


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ACELA.5.1.

Language variation and change

ACELA.5.1.1.1.

Recognising that a knowledge of word origins is not only interesting in its own right, but that it extends students knowledge of vocabulary and spelling

ACELA.5.1.1.2.

Exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

ACELA.5.2.

Language for interaction

ACELA.5.2.1.1.

Identifying ways in which cultures differ in making and responding to common requests, for example periods of silence, degrees of formality

ACELA.5.3.

Text structure and organisation

ACELA.5.3.1.1.

Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

ACELA.5.3.3.1.

Learning that in Standard Australian English regular plural nouns ending in s form the possessive by adding just the apostrophe, for example my parents' car

ACELA.5.3.3.2.

Learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second s is sometimes found, for example Jamess house or James house

ACELA.5.4.

Expressing and developing ideas

ACELA.5.4.2.1.

Learning how to expand a description by combining a related set of nouns and adjectives Two old brown cattle dogs sat on the ruined front veranda of the deserted house

ACELA.5.4.3.1.

Interpreting narrative texts told as wordless picture books

ACELA.5.4.4.1.

Moving from general, all-purpose words, for example cut, to more specific words, for example slice, dice, fillet, segment

ACELA.5.5.

Phonics and word knowledge

ACELA.5.5.1.1.

Talking about how suffixes change over time and new forms are invented to reflect changing attitudes to gender, for example 'policewoman' or 'salesperson'

ACELA.5.5.1.2.

Using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between vision, television and revision

ACELA.5.5.1.3.

Learning that many complex words were originally hyphenated but are now written without a hyphen, for example uncommon, renew, email and refine

ACELA.5.5.1.4.

Applying knowledge of spelling generalisations to spell new words, for example suitable, likeable and collapsible

ACELA.5.5.2.1.

Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example cactus and cacti, louse and lice

ACELA.5.5.2.2.

Understanding how some suffixes change the grammatical form of words, for example tion and ment can change verbs into nouns, protect to protection, develop to development

ACELT.5.1.

Literature and context

ACELT.5.1.1.1.

Describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs

ACELT.5.1.1.2.

Identifying variability within cultural contexts in literary texts, recognising the diversity of peoples experiences within a cultural group such as differences in setting and lifestyle between urban and remote Aboriginal and Torres Strait Islander peoples

ACELT.5.2.

Responding to literature

ACELT.5.2.1.1.

Posing and discussing questions, such as Should this character have behaved as they did?, and beginning to make balanced judgments about the dilemmas characters face and relative merit and harm

ACELT.5.2.2.1.

Orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a students view may not be shared by others and that others have equal claims to divergent views

ACELT.5.3.1.1.

Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

ACELT.5.3.1.2.

Examining texts written from different narrative points of view and discussing what information the audience can access, how this impacts on the audiences sympathies, and why an author might choose a particular narrative point of view

ACELT.5.3.1.3.

Examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response

ACELT.5.3.2.2.

Investigating the qualities of contemporary protest songs, for example those about Indigenous peoples and those about the environment

ACELT.5.4.1.1.

Using texts with computer-based graphics, animation and 2D qualities, consider how and why particular traits for a character have been chosen

ACELT.5.4.2.1.

Drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts

ACELY.5.1.1.1.

Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narration on empathy and engagement

ACELY.5.2.

Interacting with others

ACELY.5.2.1.1.

Asking specific questions to clarify a speakers meaning, making constructive comments that keep conversation moving, reviewing ideas expressed and conveying tentative conclusions

ACELY.5.2.2.1.

Participating in pair, group, class and school speaking and listening situations, including informal conversations, discussions and presentations

ACELY.5.2.2.2.

Using effective strategies for dialogue and discussion including speaking clearly and to the point, pausing in appropriate places for others to respond, asking pertinent questions and linking students own responses to the contributions of others

ACELY.5.2.2.4.

Experimenting with voice effects in formal presentations such as tone, volume, pitch and pace, recognising the effects these have on audience understanding

ACELY.5.3.

Interpreting, analysing, evaluating

ACELY.5.3.2.1.

Bringing subject and technical vocabulary and concept knowledge to new reading tasks

ACELY.5.3.2.2.

Selecting and using texts for their pertinence to the task and the accuracy of their information

ACELY.5.3.2.3.

Using word identification, self-monitoring and self-correcting strategies to access material on less familiar topics, skimming and scanning to check the pertinence of particular information to students topic and task

ACELY.5.3.2.4.

Reading a wide range of imaginative, informative and persuasive texts for pleasure and to find and use information

ACELY.5.3.3.1.

Using research skills including identifying research purpose, locating texts, gathering and organising information, evaluating its relative value, and the accuracy and currency of print and digital sources and summarising information from several sources

ACELY.5.4.1.1.

Using research from print and digital resources to gather and organise information for writing

ACELY.5.4.1.2.

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 well-sequenced paragraphs with a concluding statement

ACELY.5.4.1.3.

Using vocabulary, including technical vocabulary, appropriate to purpose and context

ACELY.5.4.1.4.

Using paragraphs to present and sequence a text

ACELY.5.4.1.5.

Using appropriate grammatical features, including more complex sentences and relevant verb tense, pronoun reference, adverb and noun groups/phrases for effective descriptions

ACELY.5.4.2.1.

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

ACMMG.5.1.1.

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)

ACMMG.5.1.1.1.

Recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns

ACMMG.5.1.2.

Calculate perimeter and area of rectangles using familiar metric units (ACMMG110)

ACMMG.5.1.2.1.

Exploring efficient ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the result

ACMMG.5.1.2.2.

Exploring efficient ways of finding the areas of rectangles

ACMMG.5.1.3.

Compare 12- and 24-hour time systems and convert between them (ACMMG110)

ACMMG.5.1.3.2.

Using units hours, minutes and seconds

ACMMG.5.2.1.

Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111)

ACMMG.5.2.1.1.

Identifying the shape and relative position of each face of a solid to determine the net of the solid, including that of prisms and pyramids

ACMMG.5.3.1.

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)

ACMMG.5.3.1.2.

Creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

ACMMG.5.3.2.

Describe translations, reflections and rotations of two- dimensional shapes. Identify line and rotational symmetries (ACMMG114)

ACMMG.5.3.2.1.

Identifying and describing the line and rotational symmetry of a range of two-dimensional shapes, by manually cutting, folding and turning shapes and by using digital technologies

ACMMG.5.3.2.2.

Identifying the effects of transformations by manually flipping, sliding and turning two-dimensional shapes and by using digital technologies

ACMMG.5.3.3.

Apply the enlargement transformation to familiar two-dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115)

ACMMG.5.3.3.1.

Using digital technologies to enlarge shapes

ACMMG.5.3.3.2.

Using a grid system to enlarge a favourite image or cartoon

ACMMG.5.4.1.

Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

ACMMG.5.4.1.1.

Measuring and constructing angles using both 180 and 360 protractors

ACMMG.5.4.1.2.

Recognising that angles have arms and a vertex, and that size is the amount of turn required for one arm to coincide with the other

ACMNA.5.1.1.

Identify and describe factors and multiples of whole numbers and use them to solve problems (ACMNA098)

ACMNA.5.1.1.1.

Exploring factors and multiples using number sequences

ACMNA.5.1.1.2.

Using simple divisibility tests

ACMNA.5.1.2.

Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)

ACMNA.5.1.2.2.

Applying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley load

ACMNA.5.1.3.

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies, and appropriate digital technologies (ACMNA100)

ACMNA.5.1.3.1.

Exploring techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers

ACMNA.5.1.3.2.

Applying the distributive law and using arrays to model multiplication and explain calculation strategies

ACMNA.5.1.4.

Solve problems involving division by a one-digit number, including those that result in a remainder (ACMNA101)

ACMNA.5.1.4.1.

Using the fact that equivalent division calculations result if both numbers are divided by the same factor

ACMNA.5.1.4.2.

Interpreting and representing the remainder in division calculations sensibly for the context

ACMNA.5.2.2.

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

ACMNA.5.2.2.1.

Modeling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes

ACMNA.5.2.3.

Recognise that the place value system can be extended beyond hundredths (ACMNA104)

ACMNA.5.2.3.1.

Using knowledge of place value and division by 10 to extend the number system to thousandths and beyond

ACMNA.5.2.3.2.

Recognising the equivalence of one thousandths and 0.001

ACMNA.5.2.4.

Compare, order and represent decimals

ACMNA.5.2.4.1.

Locating decimals on a number line

ACMNA.5.4.1.

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)

ACMNA.5.4.1.1.

Using the number line or diagrams to create patterns involving fractions or decimals

ACMNA.5.4.2.

Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)

ACMNA.5.4.2.1.

Using relevant problems to develop number sentences

ACMSP.5.1.1.

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions (ACMSP116)

ACMSP.5.1.1.1.

Commenting on the likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning in simple games of chance such as jan-ken-pon (rock-paper-scissors)

ACMSP.5.2.2.

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

ACMSP.5.2.2.1.

Identifying the best methods of presenting data to illustrate the results of investigations and justifying the choice of representations

ACMSP.5.2.3.

Describe and interpret different data sets in context (ACMSP120)

ACMSP.5.2.3.1.

Using and comparing data representations for different data sets to help decision-making