sustainability in home economics - eduction for global sustainable

We are all consumers. Consume to minimise the footprint!

Sustainability in home economics

Introduction 1—2

Level 5: Food footprint — Overview 3—4

Food miles and black balloons — Teacher guide 5

Level 5 Activity 1 — Sample information 6

Level 5 Activity 1 — Template 7

Impact of the food industry — Worksheet 8

Impact of the food industry — Response 9

Level 6: We are all consumers — Overview 10 —11

Food for thought from UNEP and UNESCO — Investigation 12

Global consumption patterns — Worksheet 13

Global consumption patterns — Response 14

Level 6 Activity 1 — Sample production 15—16

Where does our food originate? — Teacher guide 17

Where does our food originate? — Worksheet 18

What is sustainable consumption? — Teacher guide 19

What is my impact? — Teacher guide 20

Resources 21

Linking sustainability to the Victorian Essential Learning Standards 22—29

© Home Economics Victoria 2008

Home Economics Victoria is a professional association for teachers founded in 1958. Home Economics Victoria promotes excellence within the learning and teaching of home economics, health, food and textiles technologies and hospitality by providing leadership, support and services to educators.

Publisher: Home Economics Victoria 3 Windsor Avenue Mount Waverley Vic 3149 Telephone (03) 9888 2240 Facsimile (03) 9888 2241 www.homeeconomics.com.au

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Acknowledgements

Home Economics Victoria would like to thank CERES Community Environment Park and the Victorian Curriculum and Assessment Authority for copyright permission to reproduce material for this publication. Some material has been reproduced under Home Economics Victoria’s Educational Licence with Copyright Agency Limited (CAL).

This curriculum support material has been been written by Glenise Perraton.

Sustainability in home economics 1

IntroductionThe United Nations has dedicated 2005 to 2014 to improving and informing knowledge and action for sustainable development. The aim of the United Nations Decade of Education for Sustainable Development is to promote and improve the integration of Education for Sustainable Development into the educational strategies and action plans at all levels and sectors of education in all countries.

We are all consumers, some more so than others. Consuming to ‘keep up with the Joneses’ is having a detrimental impact on the environment now and in the future. Everyone must learn how to think with the concept of ‘forever’:

This means that education for sustainable development involves learning how to make decisions that balance and integrate the long-term future of the economy, the natural environment and the wellbeing of all communities, near and far, now and in the future.

www.unesco.org/education (accessed 5/09/07)

Sustainability has a natural fit within home economics as it is about good management of resources such as water, energy, and food. The energy footprint is often used to measure how conscientious we are about energy use, but a food footprint is also important in supporting sustainability. For example, in Australia we throw out a fifth of the food that we buy. The amount of water needed to grow this is equivalent to what people in Sydney and Melbourne consume in one year.

Home economics teachers have a critical role in providing skills and knowledge for students to feed themselves without starving the planet of resources. Consumption practices impact on energy use in many ways from production to disposal.

Consumption processes consist of:

In an international study of youth in 24 different countries, young consumers show an understanding of the environmental impact of the last two phases, but considerably less in the first two phases. One of the included activities in this kit — at Victorian Essential Learning Standards (VELS) Level 6 — will enable students to assess their views.

This resource is designed to provide the teacher with ready-to-use activities to promote sustainability in home economics at Levels 5 and 6. Activities can be varied to suit either level. To fully imbed the concept of sustainability a whole-school approach is essential and the concepts of sustainability should be ongoing and not a once only lesson. These activities demonstrate a multi-domain approach. Where an integrated approach is possible there is flexibility in the activities for this to occur.

In this resource students investigate the impact that food choices make on the environment. A range of food is prepared to demonstrate how different choices have different impacts on the environment. Students will develop an appreciation that good choices are an important part of everyday life now and into the future, and that there are many options for sustainable alternatives that are easily prepared and economical. In these activities there are opportunities for students to work individually or as a group to design, plan, produce and evaluate food. They can work with design briefs to achieve solutions to design brief challenges.

ProductionPrimary

Secondary

BuyingShopping

behaviour. Clothes and food

Use of products

Water, energy and transport

DisposalRecycle, re-use

2 Sustainability in home economics

Links to the Victorian Essential Learning StandardsThe Victorian Essential Learning Standards (VELS) were developed by the Victorian Curriculum and Assessment Authority (VCAA) as the basis for curriculum and assessment in Victorian schools from 2006. The VELS ‘describe what is essential for Victorian students to achieve from Prep to Year 10. They provide a whole school curriculum planning framework that sets out learning standards for schools to use to plan their teaching and learning programs, including assessment and reporting of student achievement and progress’ (http://vels.vcaa.vic.edu.au).

The VELS are structured according to three learning stages: Years Prep to 4 — Laying the foundations; Years 5 to 8 — Building breadth and depth; and Years 9 to 10 — Building pathways.

These activities specifically relate to the standards from Level 5 and Level 6 of the VELS. Level 5 is broadly associated with schooling from Years 7 and 8 and is part of the Building breadth and depth learning stage. Level 6 is broadly associated with schooling from Years 9 and 10, which represents the Developing pathways learning stage.

This document includes the relevant standards that can be achieved with this program. These activities focus on standards from the following VELS domains:

Health and Physical Education•

Interpersonal Development•

Personal Learning•

Civics and Citizenship•

The Humanities (Economics and Geography)•

Science•

Design, Creativity and Technology •

Thinking Processes •

Specific standards are listed at the end of this publication. Check other standards from these domains and check other domains across all strands as there may be others more suited to the focus you wish to take or to the needs of your whole-school curriculum.

The food footprint can occur at all stages from the paddock to plate. This unit includes lessons incorporating some of these stages. Components of sustainability that can be considered from a home economics perspective are:

Water: growing, water use in processing and packaging, washing

Waste: preparation, processing, quantity, purchasing, leftovers

Energy: growing (agro-machinery), transporting, processing, packaging, storage, preparing

Biodiversity: monocultures, multinationals, reduction in food varieties

In home economics, and for each component of sustainability, clear connections can and should be made to food.

Sustainability in home economics 3 © This sheet may be reproduced for non-commercial classroom use

Level 5: Food footprintThis unit enables students to make the links between choices that are made about food and their impact on the environment.

Themes for lessons linked to sustainability may focus on the following:

Food sources•

Energy use for transport • and manufacture

Eat unprocessed•

Choose local •

Follow the seasons•

Reduce packaging•

Reduce waste•

Eat to preserve biodiversity•

Animal welfare•

Organic choices•

Overview

Week Learning and teaching: Lesson focus Production

Topic: Food footprint

1 Level 5 Activity 1: Food miles and black balloons*Summary: Ways in which food production impacts on the environment. Energy use and food.

This activity is designed to start students thinking about the number of miles food travels from point of origin to the supermarket.

Food miles are measured using ‘black balloons’, a concept they should be familiar with from the You have the power. Save Energy campaign (see www.saveenergy.vic.gov.au).

Task: Using the information in the Food Miles in Australia document (CERES, 2007) and the Teacher guide on page 5, ask students to predict the extent of black balloons used for a range of foods, such as those listed on the template on page 7.

Level 5 Activity 2: Impact of the food industry*Task: The worksheet Impact of the food industry looks at resource use and the environment (see page 8). Students attempt to complete the blank template thinking about resources used and environmental impact, suggesting the energy usage in the stages of food production from paddock to plate.

Students may work in small groups and be allocated to one aspect of the food production process.

Prepare a simple but healthy snack such as salad-filled pocket bread using a mixture of local and imported ingredients. (Use a pre-purchased wrap, and include its origin in your considerations.)

*See supplementary support materials for this activity following this table.

4 Sustainability in home economics © This sheet may be reproduced for non-commercial classroom use


2 Level 5 Activity 3: Reducing the food foot printTask: Trace the food chain of each ingredient in the wrap produced last week. A world or Australian map will assist to make this clearer.

What food choices leave a foot print? Using the filled wrap or pocket as an example, investigate alternative choices for all ingredients that would reduce the impact on the environment. Justify all choices.

Redesign the wrap reducing the food foot print.

Compare the resource use (energy, food miles and production) of the pita and yoghurt. Design other meals that could include the yoghurt or bread.

Make a pita bread, and make yoghurt to use for a yoghurt dressing or dip such as tzatziki. (Yoghurt will need to be made at least four days before required. For a recipe see www.landlearn.net.au/curriculum > Food and food production > Making yoghurt).

3 Level 5 Activity 4: Choose local Task: Investigate local food production industries. Use an enlarged map of the area and allocate students to an area within a 100-mile radius. A Google map search could be used to print a map in rural and city areas.

Note: Bananas are popular, but refer back to week 1 to check the impact of this popular fruit in regard to sustainable consumption. Students could choose another popular food item and research its closest producer.

Plan and prepare a meal using local fruit and/or vegetable ingredients. (Planning will depend on the skills of the students.)

4 Level 5 Activity 5: Follow the seasonsTask: Compare fruit and vegetables available in the supermarket or at the grocer with those that are in season. Resources such as Cookery the Australian Way (7th ed, Cameron and Russell, 2003) or the Melbourne Market Authority’s MarketFresh website (www.marketfresh.com.au) will assist. Investigate the source of some of the out of season fruit and vegetables and the impact on the environment.

Investigate options that have a minimal impact.

Plan and prepare a fruit and/or vegetable meal using seasonal and where practical local fruit and/or vegetables.


Teacher guide

Ask students to predict the number of black balloons used for a range of foods, such as the seven listed below. A template with food names has been included in this kit (you will need to cut out the separate food items). Students discuss where they believe each food is positioned in a ranking of black balloon costs from ‘paddock to store’. There are several alternatives for completing this task:

1. As small group: ask students to predict the energy use of each food product and report back to the whole group and compare results.

2. As a ‘think pair share’ activity.

3. As a whole group task, with students standing at the front holding cards representing the selected foods.

A template for the following foods has been included in this kit, but depending on practical sessions for this lesson, other foods may be investigated. The suggested foods are:

cereal•

savoury biscuits•

cheese•

onions•

white sugar•

bananas•

fresh chicken•

The foods are selected from the Food miles in Australia report from the CERES website, Tables 4.1 to 4.7. This gives detailed information about the energy costs of transport from paddock to plate of each of these foods. The tables in the report include:

4.1 Table 1 Food kilometres and emissions estimates for fruit and vegetable food items

4.2 Table 2 Food kilometres and emissions estimates for meat and dairy food items

4.3 Table 3 Food kilometres and emissions estimates for cereal and legume food items

4.4 Table 4 Food kilometre and emissions estimates for non-core food and beverage food items

4.5 Table 5 Summary of results for food categories of food basket items

4.6 Table 6 Packaging kilometres

4.7 Table 7 Overseas food item kilometres and equivalent Australian item kilometres

4.8 Table 8 Other greenhouse gas emission estimates

More detail about each of the foods is available in the report, as well information about packaging. Food miles in Australia has information about several other foods that may be selected for the activity.

Following is Table 4.1, an example of information that is available for this activity. Except during occasional updating, the report will stay on the CERES website permanently and teachers are encouraged to access it from there. It is important to access the full report as the data tables need to be viewed within the context outlined in the full document.

Level 5 Activity 1: Food miles and ‘black balloons’This activity is based on information in Food Miles in Australia: A preliminary study of Melbourne, Victoria (Gaballa, S and Abraham, AB 2007). An update of this report will be available from the end of March 2008 at www.ceres.org.au/projects/foodmiles.html.


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Level 6: We are all consumersOverview


1 Topic: We are all consumers

Level 6 Activity 1: Global spending patterns*Tasks: Consider the points for discussion in the Food for thought from UNEP and UNESCO investigation about consumption patterns (page 12).

Investigate some Global consumption patterns by completing the activity sheet, ranking global spending on a range of items (page 13). (There is also an accompanying answer sheet.)

Introduce the Design project (see details following this table). Planning will take place for this over the next three weeks, with the planned meal prepared in week 4.

Prepare two meals, one reasonably local and fresh and a similar meal that has processed ingredients. Weigh all waste; include packaging and food waste in preparation and leftovers. Discuss potential for change.

Meal exampleVegetable calzone, page 123 in Start cooking (Macmillan 2008). (Recipe included in supplementary material.)

2

Level 6 Activity 2: Where does our food originate?*The related activity sheet (page 17) asks the teacher to select a food material on which a class investigation will be based. Some suggestions are: cheeseburger, chocolate, potato crisps, instant noodles, imported rice, pork sausages, eggs, carrot, canned local tomatoes, canned Italian tomatoes, imported mineral water. Use information from Food Miles in Australia to assist with research (see Level 5 Activity 1). This task includes both whole-class work and a small group component.

For all ingredients used in the practical session, investigate the distances travelled and possible food miles (kilometres). Discuss alternatives for ingredients. Compare costs in terms of money and energy used in production, packaging and transport.

Start planning for the Design project. Students develop a points system for judging.

Prepare a meal that includes canned tomatoes or lentils and rice (all imported) and other selected vegetables. Example: Vegetable Curry page 138 Cookery the Australian Way (7th edition). A risotto or basic paella are also suggested meals.



3 Level 6 Activity 3: What is sustainable consumption?: Product lifecycle*Task: Using the provided activity sheet (page 18), teachers introduce students to the UNESCO guidelines on defining sustainable consumption. Students then consider a range of questions on food production, transport, retailing, use and disposal.

Continue Design project planning

Half the class prepare Risotto with vegetables (page 132 Cookery the Australian Way 7th edition) and the other half prepare Lamb pilaf (page 231, Cookery the Australian Way 7th edition). Compare the energy costs of each meal. Note the impact of meat consumption.

4 Level 6 Activity 4: What is my impact?*This activity looks at how identity is linked to personal consumption patterns.

Task: Using the provided questionnaire sheet (page 20), students replicate some of the research carried out by UNESCO and UNEP in Youth, sustainable consumption patterns and lifestyles

Prepare meal planned in the design project and judge the most sustainable meal according to the established criteria.

* See supplementary support material for this activity following this table

Design projectDesign and prepare a main meal that will have minimal impact on the environment, including waste. All aspects of the food used in the meal, from paddock to plate, are investigated. The final meal is scored based on points awarded/deducted for all ingredients in the meal.

Students develop the scoring system allocating points for the following features:

food source and energy use•

level of processing of selected food •

closeness to traditional growth season•

packaging of ingredients•

waste in meal production•

meat used•

organic ingredients•

An example of how this may work for food source and energy use (above):

within 100 miles = + 15 points•

interstate (NSW and SA) = minus 5 points•

interstate (Queensland, WA and NT) = minus 10 points•

overseas = minus 15 points•

The CERES research on food miles (see Level 5 Activity 1) will assist students to in gain knowledge of the full impact of food miles.


Level 6 Activity 1: Food for thought from UNEP and UNESCO InvestigationUNEP = United Nations Environmental Program

UNESCO = United Nations Educational, Scientific and Cultural Organisation

Food for thoughtAccording to a report from these two organisations:

in industrialised countries, dustbins are almost 75 per cent filled with food packaging•

1.5 million litres of water are needed to produce 300,000 litres of carbonated soft drink •

Buying imported bottle water has reached its highest ever levels in developed countries. The • environmental impact costs are extensive.

25 to 35 kilograms of cereals (as feed for livestock) is needed to produce 1 kilogram of red meat•

25 per cent of food is thrown away without being eaten•

Tasks 1. For each of the above points discuss/debate:

What are some government strategies/systems used to change this?•

What additional government strategies/systems could be introduced to change this?•

What behaviours (among individuals, families and communities) are needed to change this?•

2. Consider the following topics. Your response could be in the form of a presentation or essay:

a) Do you think that governments in Australia are serious about the environment? Gather some evidence to support your point of view. Your response should be focused on (but need not be limited to) the food supply.

b) Do you think the community should be encouraged through ‘the hip-pocket nerve’ to take the environment seriously? Discuss how the prices of goods and services could be regulated to reflect their environmental impact. Would you support this? Your response should be focused on (but need not be limited to) the food supply.

What can I do?Select shorter distribution circuits e.g. local traders over supermarkets (this can also help to reduce • packaging).

Buy produce in season.•

Choose produce with the least packaging.•

Buy no more than is needed (check when purchasing specials in bulk quantities; will it all be used? • If not, is it a ‘special?).

Study labels and check the product’s origin.•

Become an informed consumer:•

Consider the product’s lifecycle•

Investigate requirements to grow different vegetables e.g. resource use, time from seed or seedling • to production.

Investigate farming, fishing and livestock production.•

Investigation


Worksheet

Level 6 Activity 1: Global consumption patterns1. Rank the following categories of global spending from 1 to 13 in terms of annual expenditure. One

will be the category with the most money spent on it around the world each year, and 13 will be category with the least spent on it annually.

2. Try to estimate how many billions of dollars are spent on each category each year. The highest spending is $880 billion per year, the lowest $7 billion per year.

It may be easier to cut the list up and enable pairs or groups to work together to reach a solution.

Icecream in Europe

Business entertainment in Japan

Reproductive health for all women

Perfumes in Europe and the USA

Cosmetics in the USA

Narcotic drugs in the world

Basic education around the world

Cigarettes in Europe

Water and sanitation for all

Military spending in the world

Pet foods in Europe and USA

Alcoholic drinks in Europe

Basic health and nutrition

!


Response

Level 6 Activity 1: Global consumption patternsRank order of annual expenditure (AUD $billion)

880 Military spending in the world

450 Narcotic drugs in the world

118 Alcoholic drinks in Europe

56 Cigarettes in Europe

39 Business entertainment in Japan

19 Pet foods in Europe and USA

15 Basic health and nutrition

14 Perfumes in Europe and the USA

14 Reproductive health for all women

12 Icecream in Europe

10 Water and sanitation for all

9 Cosmetics in the USA

7 Basic education around the world

Source: UNESCO

www.unesco.org/education/tlsf/TLSF/theme_b/mod09/uncom09t02bod.htm (Activity 2: Fair Share, Who consumes what?, accessed 12/09/2007)

Note: The UNESCO resource quotes US dollars, which have here been converted to Australian dollars (December 2007).


StartCooking_3pp.indd 122-123

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18/2/08 9:23:27 PM

Home Economics Victoria 2008, Start cooking, Macmillan Education, Melbourne



18/2/08 9:16:24 PM



Teacher guide

Level 6 Activity 2: Where does our food originate?

IntroductionFor the first human beings on earth food consisted of what was growing on the land naturally as well as birds, animals and fish that could be caught. In this activity students investigate the point of origin of food and the process of preparation for consumption.

Materialsa cheeseburger and a cola (or other foods) purchased from a local fast food chain•

a map of the world•

access to information on: •

primary production •

key areas of secondary production of food in Australia •

sources of ingredients for fast food (in the class, school library, online or at home). •

Note: Large fast food companies have information about ingredient origins for most food. Food Miles in Australia (Gaballa and Abraham 2007) has considerable detail for possible ingredients such as beef, eggs, cheese, lettuce, tomato, margarine, chocolate, potato crisps.

ProceduresPlace the food items on your desk. When the class has begun, take each item out of its packaging. Ask • students if they have ever consumed these foods. Assess frequency.

Brainstorm or examine the food products. •

Ask students to list the components or ingredients that go into making the selected foods. List these • ingredients (individually or as a class on the board).

Ask students to identify the geographic area of origin of each ingredient. Most students will have no • idea, but encourage students to make guesses or use suggested resources to investigate.

Assign groups of 3 or 4 students to find out when and where each product originated. If you have • resources in the classroom, this can be an in-class activity. If not, request that students go to the library to seek answers or use the Internet if they have access. Please note that not all products have a single point of origin (such as salt). For some foods, their points of origin are unknown.

After students have conducted their research, have them report on their findings on the following • worksheet. Discuss differences where appropriate.


Worksheet

Level 6 Activity 2: Where does our food originate?Food or ingredient Point of origin


Level 6 Activity 3: What is sustainable consumption?UNESCO refers to five common features of sustainable consumption that appear in most definitions (www.unesco.org/education):

Taking a lifecycle perspective in consumer decisionmaking.•

Acting with concern for future generations.•

Minimising resource use, waste and pollution.•

Satisfying basic human needs (not the desire for ‘wants’ and luxuries).•

Favouring quality of life over material standards of living.•

This activity requires students to think critically about the lifecycle of food products and the consequential impact on the environment.

Refer to the table Impact of the food industry (see Level 5 Activity 2, page 9) that indicates some of the many steps in a product lifecycle. The following questions refer to production, transport and retailing, use and disposal. Other questions can be added.

Thinking critically (and ethically) about the lifecycle of consumer products

ProductionWhat is the country of a) production of the raw materials and b) manufacture?•

What laws does the country of origin have regarding the use of pesticides, safety regulations for • workers, wages, and conditions for workers? (Buying locally gives you more knowledge to be able to answer these questions.)

What is the brand name? Has the company a good or bad record internationally?•

How much energy has been used to manufacture the product or its container?•

What chemicals and processes are used in the manufacturing or growing of the product or its • container that could damage the workers or the environment?

Are timber products from native rainforest?•

If the product is from animals are they well cared for?•

Have animals been used in the testing of the product?•

Transport and retailing How much fuel has been used to transport the product to the retail outlet?•

Can you take your own bags and containers with you and buy in bulk rather than pre-packaged?•

Does your retail outlet have a good employment policy for its workers?•

How far do you travel to your retail outlet?•

UseIf the product goes into the drainage system will it eventually harm the waterways?•

Is the product an energy-efficient one?•

Is the product harmful to you or your family’s health?•

DisposalIs the product over-packaged?•

Is the product or packaging able to be re-used, composted, recycled?•

Will the packaging be harmful to animals or the environment if left lying around?•

Source: www.unesco.org/education/tlsf/TLSF/theme_b/mod09/uncom09t06s03.htm

Teacher guide


Teacher guide

Level 6 Activity 4: What is my impact?As consumers all of our individual actions have an environmental impact. Personal identity is established by our consumer patterns and this is significant for young people.

Impact of personal consumerism on sustainabilityComplete the following questionnaire. For each question refer to the same examples given by each alternative in the first question. Tick the most relevant.

The way I travel (in and out of town) affects:

environment (pollution, noise, quality of water)

society (employment, work conditions, child labour)

economy (what companies produce and how, economic growth)

all of these

none of these.

The clothes I buy affect:

environment

society

economy

all of these

none of these.

The way I dispose of my waste affects:

environment

society

economy

all of these

none of these.

The food I buy affects:

environment

society

economy

all of these

none of these.

Collect the data for the class and discuss the outcomes. In an international study of youth in 24 countries young consumers show an understanding of the environmental impact of use of products and disposal of products, but considerably less of production and shopping behaviours, the first two phases of the consumption process. They acknowledge an environmental impact of their buying, but considerably less so in relation to clothes and food. Issues such as travel patterns, waste disposal, use of water and use of energy were recognised as important.

Compare the results to those collected in the international study. For example, in Argentina and Italy only 11 per cent and 10 per cent respectively see their purchase of food as having an impact on the environment. The figures for clothing are considerably lower with only 8 per cent (Argentina) and 1 per cent (Italy) believing their clothing choices affect the environment.

An average of 52 per cent for Argentina and 85 per cent for Italy believe the way they dispose of their waste affects the environment. In Argentina 72 per cent and Italy 60 per cent believe the way they travel affects the environment.

Compare the results at http://unesdoc.unesco.org/images/0012/001242/124238e.pdf (accessed on 7/11/2007)


Teacher guide

ResourcesCameron, S and Russell, S 2003, Cookery the Australian Way (7th edition), Macmillan Education, Melbourne

CERES Community Environment Park www.ceres.org.au also www.sustainability.ceres.org.au

Department of Sustainability and the Environment www.dse.vic.gov.au

Gaballa, S, Abraham, A 2007, Food Miles in Australia: A preliminary study of Melbourne, CERES Community Environment Park, Victoria. Accessed at www.ceres.org.au/projects/foodmiles.html


Go Grains teaching activity on seeds and lentils www.gograins.grdc.com.au

Landlearn: A statewide education program supporting environmental education in Victorian schools. www.landlearn.net.au (> Click on Curriculum activities)

Melbourne Market Authority www.marketfresh.com.au

Packaging Council of Victoria www.packcoun.com.au

Supermarkets online www.colesonline.com.au www.greengrocer.com.au www.woolworths.com.au

United Nations www.unesco.org/education.tlsf

United Nations Environment Program www.unep.org

Victorian Essential Learning Standards section focused on sustainability http://vels.vcaa.vic.edu.au/support/crosscurricular/sustainability.html

The Australian Sustainable Schools Initiative (AuSSI) is a partnership with the Australian Government, states and territories that supports schools in working towards a sustainable future. In Victoria the Department of Education and CERES Community Environment Park administer the program.

Schools joining the program develop a holistic approach to sustainability while working towards a five-star accreditation in the modules of Core, Water, Waste, Energy and Biodiversity. Visit the website for further information about the program and to read more about schools and their journeys towards sustainability: www.environment.gov.au/education/aussi/index.html

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

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22

Sust

aina

bilit

y in

hom

e ec

onom

ics

Link

ing

sust

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y to

Vic

tori

an E

ssen

tial

Lea

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anda

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The

tabl

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uppo

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re o

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tain

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or m

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Hea

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f fam

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tions

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acto

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sona

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ntity

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val

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naly

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e po

sitiv

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d ne

gativ

e he

alth

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rang

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per

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at a

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valu

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fact

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ustr

alia

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cs a

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hip

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… id

entif

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gnifi

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dev

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ts …

in th

e go

vern

ance

and

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hiev

emen

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oliti

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ight

s in

Aus

tral

ia.

… d

escr

ibe

the

purp

oses

of l

aws

and

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proc

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s of

cre

atin

g an

d ch

angi

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em.

… id

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d qu

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e fe

atur

es a

nd v

alue

s of

Aus

tral

ia’s

po

litic

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nd le

gal s

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ms.

… e

xpla

in h

ow c

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ns in

fluen

ce g

over

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thro

ugh

part

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n in

pol

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l par

ties,

ele

ctio

ns a

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embe

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p of

in

tere

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roup

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… ta

ke a

glo

bal p

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anal

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g an

issu

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nd d

escr

ibe

the

role

of g

loba

l org

anis

atio

ns in

res

pond

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to in

tern

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nal

issu

es.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

23

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

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emen

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the

Lev

el 6

sta

ndar

ds

Com

mun

ity

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gem

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… e

xpla

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e di

ffer

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ersp

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es o

n co

ntem

pora

ry is

sues

an

d pr

opos

e so

lutio

ns to

pro

blem

s an

d ev

ents

.

… u

se d

emoc

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pro

cess

es w

hen

wor

king

in g

roup

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cla

ss

and

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mun

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artic

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act

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o ar

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and

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text

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… c

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here

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, the

opi

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s of

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n ac

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plan

whi

ch d

emon

stra

tes

thei

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of

a so

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or

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ronm

enta

l iss

ue a

nd s

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st s

trat

egie

s to

rai

se

com

mun

ity a

war

enes

s of

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artic

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a r

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of c

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p ac

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ing

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ith a

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Wor

king

in

team

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acc

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as

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am m

embe

r an

d su

ppor

t oth

er

mem

bers

to s

hare

info

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ion,

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lore

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idea

s of

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d w

ork

coop

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y to

ach

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a s

hare

d pu

rpos

e …

… w

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effe

ctiv

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in d

iffer

ent t

eam

s an

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ke o

n a

vari

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of

role

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com

plet

e ta

sks

of v

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ngth

and

com

plex

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… e

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plex

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team

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gree

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divi

dual

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disc

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fect

of e

thic

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on

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ning

and

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king

with

oth

ers.

… d

emon

stra

te, t

hrou

gh th

eir

inte

ract

ions

in s

ocia

l situ

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ns,

resp

ect f

or a

div

erse

ran

ge o

f peo

ple

and

grou

ps.

… id

entif

y th

e et

hica

l fra

mew

orks

that

und

erpi

n th

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own

and

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rs’ b

elie

fs a

nd v

alue

s an

d de

scri

be h

ow th

e co

nflic

ts a

nd

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mm

as th

ey id

entif

y m

ay a

ffec

t lea

rnin

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eter

min

e th

e fa

ctor

s th

at c

ontr

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crea

tion

of

posi

tive

lear

ning

env

iron

men

ts a

nd e

stab

lish,

follo

w a

nd

mon

itor

prot

ocol

s fo

r a

vari

ety

of le

arni

ng s

ituat

ions

.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

24

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

The

Hum

anit

ies

—

Econ

omic

s Ec

onom

ic

know

ledg

e an

d un

ders

tand

ing

… e

xpla

in th

e na

ture

of t

he e

cono

mic

pro

blem

and

how

ec

onom

ic c

hoic

es in

volv

e tr

ade-

offs

that

hav

e bo

th

imm

edia

te a

nd fu

ture

con

sequ

ence

s.

… e

xpla

in k

ey fa

ctor

s th

at in

fluen

ce th

e Au

stra

lian

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omy,

in

clud

ing

the

quan

tity

and

qual

ity o

f fac

tors

invo

lved

in

prod

uctio

n, r

esou

rce

use,

ow

ners

hip

and

man

agem

ent,

and

type

s of

bus

ines

ses.

… id

entif

y an

d de

scri

be w

ays

the

gove

rnm

ent i

nflue

nces

ec

onom

ic o

utco

mes

at t

he p

erso

nal,

loca

l and

nat

iona

l le

vel.

… in

form

ed e

cono

mic

and

con

sum

er d

ecis

ions

, dem

onst

ratin

g th

e de

velo

pmen

t of p

erso

nal fi

nanc

ial l

itera

cy.

… d

escr

ibe

how

mar

kets

, gov

ernm

ent p

olic

ies,

ent

erpr

ise

and

inno

vatio

n af

fect

the

econ

omy,

soc

iety

and

env

iron

men

t in

term

s of

em

ploy

men

t, ec

onom

ic g

row

th, t

he u

se o

f res

ourc

es, e

xpor

ts

and

impo

rts,

and

eco

logi

cal s

usta

inab

ility

.

… a

naly

se h

ow g

oods

and

ser

vice

s ar

e pr

oduc

ed a

nd h

ow m

arke

ts

wor

k.

… p

redi

ct h

ow p

rice

s w

ill c

hang

e w

hen

ther

e is

eith

er a

sur

plus

or

shor

tage

, and

exp

lain

how

this

mig

ht in

fluen

ce th

e be

havi

our

of

cons

umer

s an

d pr

oduc

ers.

… a

naly

se th

e ro

le a

nd s

igni

fican

ce o

f exc

hang

e, tr

ade

and

glob

alis

atio

n in

influ

enci

ng A

ustr

alia

’s s

tand

ard

of li

ving

.

… d

iscu

ss a

nd e

xpla

in w

hat i

t mea

ns to

be

an e

thic

al c

onsu

mer

an

d pr

oduc

er a

nd id

entif

y ex

ampl

es o

f way

s va

lues

can

aff

ect

the

econ

omic

dec

isio

n m

akin

g of

con

sum

ers,

pro

duce

rs a

nd

gove

rnm

ents

.

Econ

omic

re

ason

ing

and

inte

rpre

tatio

n

… fo

rm a

nd e

xpre

ss o

pini

ons

on e

cono

mic

issu

es th

at in

tere

st a

nd/

or im

pact

on

them

per

sona

lly, o

r lo

cally

and

/or

natio

nally

. …

inte

rpre

t rep

orts

abo

ut c

urre

nt e

cono

mic

con

ditio

ns, b

oth

natio

nal a

nd g

loba

l, an

d ex

plai

n ho

w th

ese

cond

ition

s ca

n in

fluen

ce d

ecis

ions

mad

e by

con

sum

ers,

pro

duce

rs a

nd

gove

rnm

ent p

olic

ymak

ers.

… d

emon

stra

te a

n aw

aren

ess

of th

e im

pact

of v

alue

s an

d be

liefs

on

eco

nom

ic is

sues

, and

how

diff

eren

ces

may

be

iden

tified

, ne

gotia

ted,

exp

lain

ed a

nd p

ossi

bly

reso

lved

.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

25

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

The

Hum

anit

ies

—

Geo

grap

hyGe

ogra

phic

al

know

ledg

e an

d un

ders

tand

ing

… e

xpla

in, u

sing

exa

mpl

es, h

ow th

e in

tera

ctio

n of

phy

sica

l pr

oces

ses

and

hum

an a

ctiv

ities

cre

ate

vari

atio

ns w

ithin

the

regi

ons

(Aus

tral

ia, A

sia,

the

Paci

fic a

nd A

ntar

ctic

a).

… d

escr

ibe

diff

eren

ces

in c

ultu

re, l

ivin

g co

nditi

ons

and

outlo

ok, i

nclu

ding

att

itude

s to

env

iron

men

tal i

ssue

s, in

the

regi

ons

(Aus

tral

ia, A

sia,

the

Paci

fic a

nd A

ntar

ctic

a).

… d

emon

stra

te u

nder

stan

ding

of e

nvir

onm

enta

l iss

ues

base

d on

inqu

iry

and

prop

ose

way

s of

ens

urin

g th

e su

stai

nabi

lity

of r

esou

rces

.

… a

naly

se d

evel

opm

ent i

ssue

s an

d fo

rmul

ate

and

eval

uate

co

mpr

ehen

sive

pol

icie

s, in

clud

ing

thos

e fo

r su

stai

nabl

e us

e an

d m

anag

emen

t of r

esou

rces

, to

alte

r de

velo

pmen

t pa

tter

ns a

t a r

ange

of s

cale

s.

Scie

nce

Scie

nce

at

wor

k …

ana

lyse

a r

ange

of s

cien

ce-r

elat

ed lo

cal i

ssue

s an

d de

scri

be

the

rele

vanc

e of

sci

ence

to th

eir

own

and

othe

r pe

ople

’s

lives

.

… e

xpla

in h

ow s

usta

inab

le p

ract

ices

hav

e be

en d

evel

oped

an

d/or

are

app

lied

in th

eir

loca

l env

iron

men

t.

… u

se th

e re

leva

nt s

cien

ce c

once

pts

and

rela

tions

hips

as

one

dim

ensi

on o

f deb

atin

g co

nten

tious

and

/or

ethi

cally

bas

ed s

cien

ce-

rela

ted

issu

es o

f bro

ad c

omm

unity

con

cern

.

… d

emon

stra

te a

n aw

aren

ess

of th

e w

ays

in w

hich

sci

entifi

c vo

cabu

lary

is u

sed

inco

rrec

tly in

the

mas

s m

edia

, dis

tingu

ishi

ng

betw

een

the

inte

nded

mea

ning

of s

uch

term

s an

d th

eir

mea

ning

in

non

-sci

entifi

c co

ntex

ts.

… p

rovi

de tw

o ex

ampl

es o

f the

wor

k of

sci

entis

ts th

at d

emon

stra

te

diff

eren

t app

roac

hes

to d

evel

opin

g sc

ient

ific

know

ledg

e or

sol

ving

a

scie

ntifi

c pr

oble

m.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

26

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

Des

ign,

Cre

ativ

ity

and

Tech

nolo

gy

Inve

stig

atin

g an

d de

sign

ing

… t

hink

flex

ibly

and

use

var

ious

sou

rces

of i

nfor

mat

ion

to

inve

stig

ate

and

rese

arch

a r

ange

of f

acto

rs r

elev

ant t

o de

sign

br

iefs

.

… c

lari

fy th

eir

idea

s by

gat

heri

ng a

nd p

rovi

ding

feed

back

and

de

velo

p ev

alua

tion

crite

ria

from

the

desi

gn b

rief

to in

form

thei

r ju

dgm

ents

dur

ing

the

desi

gn p

roce

ss.

… u

se a

var

iety

of d

raw

ing

and

mod

ellin

g te

chni

ques

to v

isua

lise

desi

gn id

eas

and

conc

epts

, and

dem

onst

rate

und

erst

andi

ng o

f de

sign

ele

men

ts a

nd p

rinc

iple

s.

… u

nder

stan

d an

d lo

gica

lly s

eque

nce

maj

or s

tage

s of

pro

duct

ion,

an

d ca

n lis

t mat

eria

ls a

nd q

uant

ities

nee

ded

for

prod

uctio

n.

… c

omm

unic

ate

thei

r id

eas

usin

g a

vari

ety

of m

edia

.

… i

dent

ify c

onsi

dera

tions

and

con

stra

ints

with

in a

des

ign

brie

f.

… u

nder

take

res

earc

h re

leva

nt to

the

desi

gn b

rief

.

… l

ocat

e an

d us

e re

leva

nt in

form

atio

n to

hel

p th

eir

desi

gn th

inki

ng

and

iden

tify

the

need

s of

a v

arie

ty o

f clie

nt/u

ser

grou

ps. W

hen

desi

gnin

g, th

ey g

ener

ate

a ra

nge

of a

ltern

ativ

e po

ssib

ilitie

s, u

se

appr

opri

ate

tech

nica

l lan

guag

e, a

nd ju

stify

thei

r pr

efer

red

optio

n,

expl

aini

ng h

ow it

pro

vide

s a

solu

tion

to th

e pr

oble

m, n

eed

or

oppo

rtun

ity.

… m

ake

criti

cal d

ecis

ions

on

mat

eria

ls/i

ngre

dien

ts, s

yste

ms

com

pone

nts

and

tech

niqu

es b

ased

on

thei

r un

ders

tand

ing

of th

e pr

oper

ties

and

char

acte

rist

ics

of m

ater

ials

/ing

redi

ents

and

/or

of

the

rela

tions

hip

betw

een

inpu

ts, p

roce

sses

and

out

puts

.

… e

ffec

tivel

y us

e in

form

atio

n an

d co

mm

unic

atio

ns te

chno

logy

eq

uipm

ent,

tech

niqu

es a

nd p

roce

dure

s to

sup

port

the

deve

lopm

ent o

f the

ir d

esig

n an

d pl

anni

ng. S

tude

nts

take

acc

ount

of

func

tion

and

perf

orm

ance

, ene

rgy

requ

irem

ents

, aes

thet

ics,

co

sts,

and

eth

ical

and

lega

l con

side

ratio

ns th

at a

ddre

ss th

e re

quir

emen

ts o

f des

ign

brie

fs.

… i

dent

ify a

ran

ge o

f cri

teri

a fo

r ev

alua

ting

thei

r pr

oduc

ts a

nd/

or te

chno

logi

cal s

yste

ms.

Stu

dent

s pl

an a

rea

listic

and

logi

cal

sequ

ence

of t

he p

rodu

ctio

n st

ages

, inc

orpo

ratin

g tim

e, c

ost a

nd

reso

urce

s ne

eded

for

prod

uctio

n.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

27

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

Prod

ucin

g…

wor

k sa

fely

with

a r

ange

of t

ools

and

equ

ipm

ent (

som

e of

whi

ch

are

com

plex

) …

Man

age

mat

eria

ls, i

ngre

dien

ts a

nd p

roce

sses

, to

prod

uce

prod

ucts

, tak

ing

full

acco

unt o

f the

app

ropr

iate

ness

of t

heir

ch

arac

teri

stic

s in

mee

ting

requ

irem

ents

of d

esig

n br

iefs

.

… m

ake

mod

ifica

tions

dur

ing

prod

uctio

n, d

emon

stra

ting

refle

ctio

n, r

esea

rch,

res

pons

iven

ess

to fe

edba

ck, a

nd u

se o

f ev

alua

tion

crite

ria.

… i

mpl

emen

t a r

ange

of p

rodu

ctio

n pr

oces

ses

accu

rate

ly,

cons

iste

ntly

, saf

ely/

hygi

enic

ally

and

res

pons

ibly

, and

sel

ect a

nd

use

pers

onal

pro

tect

ive

clot

hing

and

equ

ipm

ent w

hen

nece

ssar

y.

… p

rodu

ce p

rodu

cts/

syst

ems

usin

g co

mpl

ex to

ols,

equ

ipm

ent,

mac

hine

s, m

ater

ials

/ing

redi

ents

and

/or

syst

ems

com

pone

nts

with

pr

ecis

ion.

… c

lear

ly e

xpla

in d

ecis

ions

abo

ut th

e su

itabi

lity

of m

ater

ials

/in

gred

ient

s, s

yste

ms

com

pone

nts,

ene

rgy

requ

irem

ents

and

pr

oduc

tion

tech

niqu

es b

ased

on

thei

r un

ders

tand

ing

of th

e pr

oper

ties

and

char

acte

rist

ics

of m

ater

ials

/ing

redi

ents

, and

the

inpu

ts, p

roce

sses

and

out

puts

of s

yste

ms.

… a

dapt

thei

r m

etho

ds o

f pro

duct

ion

and

prov

ide

a so

und

expl

anat

ion

for

devi

atio

n fr

om th

e de

sign

pro

posa

l.

… m

ake

prod

ucts

that

mee

t the

qua

lity,

aes

thet

ic,

func

tiona

lity

and

perf

orm

ance

req

uire

men

ts o

utlin

ed in

the

desi

gn b

rief

.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

28

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

Anal

ysin

g an

d ev

alua

ting

… a

dapt

thei

r m

etho

ds o

f pro

duct

ion

to a

ccom

mod

ate

chan

ging

ci

rcum

stan

ces,

pro

vidi

ng a

sou

nd e

xpla

natio

n fo

r an

y de

vian

ce

from

the

desi

gn p

ropo

sal.

… s

elec

t app

ropr

iate

tech

niqu

es to

test

and

eva

luat

e th

eir

prod

uct’s

per

form

ance

, and

mod

ify th

eir

prod

ucts

(and

m

ake

reco

mm

enda

tions

to o

ther

s fo

r im

prov

emen

t) in

ligh

t of

eva

luat

ion

to im

prov

e th

eir

perf

orm

ance

, fun

ctio

n an

d ap

pear

ance

.

… r

ecom

men

d im

prov

emen

ts to

the

func

tion

and

appe

aran

ce o

f ot

hers

’ pro

duct

.

… a

naly

se a

nd d

escr

ibe

the

soci

al a

nd e

nvir

onm

enta

l im

pact

s of

thei

r ow

n an

d ot

hers

’ des

igns

and

pro

duct

s.

… u

se e

valu

atio

n cr

iteri

a th

ey h

ave

prev

ious

ly d

evel

oped

, and

cr

itica

lly a

naly

se p

roce

sses

, mat

eria

ls/i

ngre

dien

ts, s

yste

ms

com

pone

nts

and

equi

pmen

t use

d, a

nd m

ake

appr

opri

ate

sugg

estio

ns fo

r ch

ange

s to

thes

e th

at w

ould

lead

to a

n im

prov

ed

outc

ome.

… u

se a

ran

ge o

f sui

tabl

e sa

fe te

stin

g m

etho

ds in

this

ana

lysi

s.

… r

elat

e th

eir

findi

ngs

to th

e pu

rpos

e fo

r w

hich

the

prod

uct a

nd/

or s

yste

m w

as d

esig

ned

and

the

appr

opri

ate

and

ethi

cal u

se o

f re

sour

ces.

… s

ynth

esis

e da

ta, a

naly

se tr

ends

and

dra

w c

oncl

usio

ns a

bout

th

e so

cial

, cul

tura

l, le

gal a

nd e

nvir

onm

enta

l im

pact

s of

thei

r ow

n an

d ot

hers

’ des

igns

and

the

prod

ucts

/sys

tem

s, a

nd

eval

uate

inno

vativ

e ne

w te

chno

logy

in th

e m

anuf

actu

ring

in

dust

ry.

Thin

king

Pro

cess

esRe

ason

ing,

pr

oces

sing

and

in

quir

y

… u

se a

ran

ge o

f que

stio

n ty

pes,

and

loca

te a

nd s

elec

t rel

evan

t in

form

atio

n fr

om v

arie

d so

urce

s w

hen

unde

rtak

ing

inve

stig

atio

ns.

… u

se a

ran

ge o

f app

ropr

iate

str

ateg

ies

of r

easo

ning

and

ana

lysi

s to

eva

luat

e ev

iden

ce a

nd c

onsi

der

thei

r ow

n an

d ot

hers

’ poi

nts

of

view

.

… u

se a

ran

ge o

f dis

cipl

ine

base

d m

etho

dolo

gies

.

… c

ompl

ete

activ

ities

focu

sing

on

prob

lem

sol

ving

and

dec

isio

n m

akin

g w

hich

invo

lve

an in

crea

sing

num

ber

of v

aria

bles

and

so

lutio

ns.

… d

iscr

imin

ate

in th

e w

ay th

ey u

se a

var

iety

of s

ourc

es.

… g

ener

ate

ques

tions

that

exp

lore

per

spec

tives

.

… p

roce

ss a

nd s

ynth

esis

e co

mpl

ex in

form

atio

n an

d co

mpl

ete

activ

ities

focu

sing

on

prob

lem

sol

ving

and

dec

isio

n m

akin

g w

hich

in

volv

e a

wid

e ra

nge

and

com

plex

ity o

f var

iabl

es a

nd s

olut

ions

.

… e

mpl

oy a

ppro

pria

te m

etho

dolo

gies

for

crea

ting

and

veri

fyin

g kn

owle

dge

in d

iffer

ent d

isci

plin

es.

… m

ake

info

rmed

dec

isio

ns b

ased

on

thei

r an

alys

is o

f var

ious

pe

rspe

ctiv

es a

nd, s

omet

imes

con

trad

icto

ry, i

nfor

mat

ion.

Sour

ce: V

icto

rian

Cur

ricu

lum

and

Ass

essm

ent A

utho

rity

, htt

p://

vels

.vca

a.vi

c.ed

u.au

29

Sust

aina

bilit

y in

hom

e ec

onom

ics

Dom

ain

Dim

ensi

on

Elem

ent

of t

he L

evel

5 s

tand

ards

El

emen

t of

the

Lev

el 6

sta

ndar

ds

Crea

tivity

… a

pply

cre

ativ

e th

inki

ng s

trat

egie

s to

exp

lore

pos

sibi

litie

s an

d ge

nera

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ptio

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robl

em d

efini

tions

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so

lutio

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… d

emon

stra

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reat

ivity

, in

the

way

s th

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ngag

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expl

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s in

a r

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… e

xper

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t with

inno

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s w

ithin

the

para

met

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of a

task

.

… ta

ke c

alcu

late

d ri

sks

whe

n de

finin

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sks

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gene

ratin

g so

lutio

ns.

… a

pply

sel

ectiv

ely

a ra

nge

of c

reat

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thin

king

str

ateg

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to

broa

den

thei

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enga

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onte

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ambi

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ovel

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com

plex

idea

s.

Refle

ctio

n,

eval

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d m

etac

ogni

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… u

se s

peci

fic la

ngua

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des

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thin

king

and

refl

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thin

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pro

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es d

urin

g th

eir

inve

stig

atio

ns.

… m

odify

and

eva

luat

e th

eir

thin

king

str

ateg

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… d

escr

ibe

and

expl

ain

chan

ges

that

may

occ

ur in

thei

r id

eas

and

belie

fs o

ver

time.

… w

hen

revi

ewin

g in

form

atio

n an

d re

finin

g id

eas

and

belie

fs,

stud

ents

exp

lain

con

scio

us c

hang

es th

at m

ay o

ccur

in

thei

r ow

n an

d ot

hers

’ thi

nkin

g an

d an

alys

e al

tern

ativ

e pe

rspe

ctiv

es a

nd p

erce

ptio

ns.

The

abov

e m

ater

ial i

s an

ext

ract

from

mat

eria

l pro

duce

d by

the

Vict

oria

n Cu

rric

ulum

and

Ass

essm

ent A

utho

rity

, Aus

tral

ia. S

tude

nts

and

teac

hers

sho

uld

cons

ult t

he

Vict

oria

n Es

sent

ial L

earn

ing

Stan

dard

s w

ebsi

te fo

r m

ore

info

rmat

ion.

Thi

s m

ater

ial i

s co

pyri

ght a

nd c

anno

t be

repr

oduc

ed in

any

form

with

out t

he w

ritt

en p

erm

issi

on o

f th

e VC

AA. F

or m

ore

info

rmat

ion

visi

t htt

p://

vels

.vca

a.vi

c.ed

u.au

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