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Civics and Citizenship

Civics and Citizenship Level Description

The Level 3 and 4 curriculum introduces students to democracy in the context of the familiar and personal as well as the purpose of local government and the services it provides to the community...

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Civics and Citizenship Content Descriptions

Government and Democracy

  1. Identify features of government and law and describe key democratic values (VCCCG001)
  2. Identify how and why decisions are made democratically in communities (VCCCG002)
  3. Explain the roles of local government and some familiar services provided at the local level (VCCCG003)

Laws and Citizens

  1. Explain how and why people make rules (VCCCL004)
  2. Distinguish between rules and laws and discuss why rules and laws are important (VCCCL005)

Citizenship, Diversity and Identity

  1. Investigate why and how people participate within communities and cultural and social groups (VCCCC006)
  2. Describe the different cultural, religious and/or social groups to which they and others in the community may belong (VCCCC007)

Civics and Citizenship Achievement Standard

By the end of Level 4, students explain how decisions can be made democratically and the role of local government. They recognise the importance of rules and distinguish between rules and laws. They describe how people participate in their community as active citizens and factors that shape a person’s identity and sense of belonging.

Critical and Creative Thinking

Critical and Creative Thinking Level Description

In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Construct and use open and closed questions for different purposes (VCCCTQ010)
  2. Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)
  3. Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)

Reasoning

  1. Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)
  2. Distinguish between main and peripheral ideas in own and others information and points of view (VCCCTR014)
  3. Investigate why and when the consequences of a point of view should be considered (VCCCTR015)
  4. Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016)
  5. Explore distinctions when organising and sorting information and ideas from a range of sources (VCCCTR017)

Meta-Cognition

  1. Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies (VCCCTM018)
  2. Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)
  3. Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)

Critical and Creative Thinking Achievement Standard

By the end of Level 4, students explain how to construct open and closed questions and use them for different purposes. Students select and apply techniques to generate a range of ideas that extend how problems are solved.

Students describe and structure arguments with clearly identified aims, premises and conclusions. They use and explain a range of strategies to develop their arguments. They identify the need to make distinctions and apply strategies to make these.

Students use concrete and pictorial models to facilitate thinking, including a range of visualisation strategies. They practice and apply an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation. Students select and apply a range of problem-solving strategies.

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Dance

Dance Level Description

In Levels 3 and 4, students make and respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work.

Students extend their awareness...

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Dance Content Descriptions

Explore and Express Ideas

  1. Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices (VCADAE025)

Dance Practices

  1. Use choreographic devices to organise dance sequences, and practise body actions and technical skills (VCADAD026)

Present and Perform

  1. Perform dances using technical and expressive skills to communicate ideas and intentions to an audience (VCADAP027)

Respond and Interpret

  1. Identify how the elements of dance and production elements are used to express ideas in dance they make, perform and view, including in dances from local Aboriginal and Torres Strait Islander peoples (VCADAR028)

Dance Achievement Standard

By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.

Students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance to communicate ideas and intentions.

Design and Technologies

Design and Technologies Level Description

In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their...

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Design and Technologies Content Descriptions

Technologies and Society

  1. Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs (VCDSTS023)

Technologies Contexts

Engineering principles and systems
  1. Investigate how forces and the properties of materials affect the behaviour of a designed solution (VCDSTC024)
Food and fibre production
  1. Investigate food and fibre production used in modern or traditional societies (VCDSTC025)
Food specialisations
  1. Investigate food preparation techniques used in modern or traditional societies (VCDSTC026)
Materials and technologies specialisations
  1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (VCDSTC027)

Creating Designed Solutions

Investigating
  1. Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions (VCDSCD028)
Generating
  1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (VCDSCD029)
Producing
  1. Select and use materials, components, tools and equipment using safe work practices to produce designed solutions (VCDSCD030)
Evaluating
  1. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities (VCDSCD031)
Planning and managing
  1. Plan a sequence of production steps when making designed solutions (VCDSCD032)

Design and Technologies Achievement Standard

By the end of Level 4 students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when creating designed solutions.

Digital Technologies

Digital Technologies Level Description

In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate...

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Digital Technologies Content Descriptions

Digital Systems

  1. Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS019)

Data and Information

  1. Recognise different types of data and explore how the same data can be represented in different ways (VCDTDI020)
  2. Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)
  3. Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols (VCDTDI022)

Creating Digital Solutions

  1. Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them (VCDTCD023)
  2. Develop simple solutions as visual programs (VCDTCD024)
  3. Explain how student-developed solutions and existing information systems meet common personal, school or community needs (VCDTCD025)

Digital Technologies Achievement Standard

By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.

Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.

Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes.

Drama

Drama Level Description

In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.

Through activities that focus on sharing and communicating...

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Drama Content Descriptions

Explore and Express Ideas

  1. Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (VCADRE025)

Drama Practices

  1. Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (VCADRD026)

Present and Perform

  1. Shape and perform dramatic action using narrative structures and tension in devised and scripted drama (VCADRP027)

Respond and Interpret

  1. Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples (VCADRR028)

Drama Achievement Standard

By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.

Students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama to shape drama and communicate ideas to an audience.

English

English Level Description

In Levels 3 and 4, students communicate with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts...

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Understand how different types of texts vary in use of language choices, depending on their purpose, audience and context, including tense and types of sentences (VCELA246)
  2. Identify the features of online texts that enhance navigation (VCELA247)
Expressing and developing ideas
  1. Identify the effect on audiences of techniques, including shot size, vertical camera angle and layout in picture books, advertisements and film segments (VCELA248)
Phonics and word knowledge
  1. Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249)
  2. Recognise most high-frequency words, know how to use common prefixes and suffixes, and know some homophones and generalisations for adding a suffix to a base word (VCELA250)
Literature
Responding to literature
  1. Draw connections between personal experiences and the worlds of texts, and share responses with others (VCELT251)
  2. Develop criteria for establishing personal preferences for literature (VCELT252)
Examining literature
  1. Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (VCELT253)
  2. Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (VCELT254)
Literacy
Texts in context
  1. Identify the point of view in a text and suggest alternative points of view (VCELY255)
Interpreting, analysing, evaluating
  1. Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking (VCELY256)
  2. Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (VCELY257)
  3. Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating) (VCELY258)

Writing

Language
Text structure and organisation
  1. Understand that paragraphs are a key organisational feature of written texts (VCELA259)
  2. Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (VCELA260)
Expressing and developing ideas
  1. Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (VCELA261)
  2. Understand that verbs represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense (VCELA262)
Phonics and word knowledge
  1. Understand how to use letter–sound relationships and less common letter combinations to spell words (VCELA263)
Literature
Creating literature
  1. Create imaginative texts based on characters, settings and events from students’ own and other cultures including through the use of visual features (VCELT264)
  2. Create texts that adapt language features and patterns encountered in literary texts (VCELT265)
Literacy
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose (VCELY266)
  2. Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (VCELY267)
  3. Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size (VCELY268)
  4. Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (VCELY269)

Speaking and Listening

Language
Language variation and change
  1. Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (VCELA270)
Language for interaction
  1. Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (VCELA271)
  2. Examine how evaluative language can be varied to be more or less forceful (VCELA272)
Expressing and developing ideas
  1. Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (VCELA273)
Literature
Literature and context
  1. Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (VCELT274)
Literacy
Interacting with others
  1. Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications (VCELY275)
  2. Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume (VCELY276)

English Achievement Standard

Reading and Viewing

By the end of Level 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words. They can identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts.

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Ethical Capability

Ethical Capability Level Description

In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students...

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Ethical Capability Content Descriptions

Understanding Concepts

  1. Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU004)
  2. Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why (VCECU005)
  3. Discuss the ways to identify ethical considerations in a range of problems (VCECU006)

Decision Making and Actions

  1. Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse (VCECD007)
  2. Discuss the role of personal values and dispositions in ethical decision-making and actions (VCECD008)

Ethical Capability Achievement Standard

By the end of Level 4, students use concrete examples from a range of contexts to explain the contested meaning of concepts and significance of acts. They explain how to identify ethical considerations in problems.

Students use examples to evaluate ethical actions in relation to their outcomes. They explain the role of personal values and dispositions in ethical decision-making and actions, recognising areas of contestability.

Geography

Geography Level Description

In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Identify and describe the characteristics of places in different locations at a range of scales (VCGGC071)
  2. Identify and describe locations and spatial distributions and patterns (VCGGC072)
  3. Identify and explain the interconnections within places and between places (VCGGC073)
Data and information
  1. Collect and record relevant geographical data and information from the field and other sources (VCGGC074)
  2. Represent data and the location of places and their characteristics by constructing tables and simple graphs and maps of appropriate scale that conform to cartographic conventions of border, scale, legend, title and north point (VCGGC075)
  3. Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance (VCGGC076)

Geographical Knowledge

Diversity and significance of places and environments
  1. Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents (VCGGK077)
  2. Location of Australia’s neighbouring countries and the diverse characteristics of their places (VCGGK078)
  3. Representation of Australia as states and territories, and Australia’s major natural and human characteristics (VCGGK079)
  4. The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability (VCGGK080)
  5. Main climates of the world and the similarities and differences between the climates of different places (VCGGK081)
  6. Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082)
  7. Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (VCGGK083)
  8. Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (VCGGK084)

Geography Achievement Standard

By the end of Level 4, students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales. They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.

They identify responses to a geographical challenge and the expected effects.

They collect and record relevant geographical data and information and represent data and information in tables, simple graphs and maps of appropriate scale that conform to cartographic conventions. They interpret data and information, and use geographical terminology, to identify and to develop descriptions, explanations and conclusions.

Health and Physical Education

Health and Physical Education Level Description

The Levels 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Examine how success, challenge and failure strengthen personal identities (VCHPEP088)
  2. Explore strategies to manage physical, social and emotional change (VCHPEP089)
  3. Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (VCHPEP090)
  4. Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)
Communicating and interacting for health and wellbeing
  1. Describe factors that can positively influence relationships and personal wellbeing (VCHPEP092)
  2. Investigate how emotional responses vary in family situations and in friendship groups (VCHPEP093)
  3. Discuss and interpret health information and messages in the media (VCHPEP094)
Contributing to healthy and active communities
  1. Describe strategies to make the classroom and playground healthy, safe and active spaces (VCHPEP095)
  2. Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (VCHPEP096)

Movement and Physical Activity

Moving the body
  1. Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)
  2. Perform movement sequences which link fundamental movement skills (VCHPEM098)
  3. Practise and apply movement concepts and strategies (VCHPEM099)
Understanding movement
  1. Examine the benefits of physical activity and physical fitness to health and wellbeing (VCHPEM100)
  2. Combine the elements of effort, space, time, objects and people when performing movement sequences (VCHPEM101)
Learning through movement
  1. Adopt inclusive practices when participating in physical activities (VCHPEM102)
  2. Apply innovative and creative thinking in solving movement challenges (VCHPEM103)
  3. Apply basic rules and scoring systems, and demonstrate fair play when participating (VCHPEM104)

Health and Physical Education Achievement Standard

By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and how these can promote health and wellbeing.

Students apply strategies for working cooperatively and apply rules fairly. They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

History

History Level Description

Community and First contacts

In Levels 3 and 4, students explore the history and diversity of their community and the celebrations and commemorations, symbols and emblems important to Australians...

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History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement (VCHHC066)
Historical sources as evidence
  1. Identify the origin and content features of primary sources when describing the significance of people, places and events (VCHHC067)
  2. Describe perspectives of people from the past (VCHHC068)
Continuity and change
  1. Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration (VCHHC069)
Cause and effect
  1. Identify and explain the causes and effects of European settlement and exploration (VCHHC070)
Historical significance
  1. Describe the significance of Australian celebrations, symbols and emblems (VCHHC071)

Historical Knowledge

Community, remembrance and celebrations
  1. The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
  2. A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
  3. The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies (VCHHK074)
  4. One significant narrative, myths or celebration from the past (VCHHK075)
  5. Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day (VCHHK076)
  6. Significance of celebrations and commemorations in other places around the world (VCHHK077)
First contacts
  1. The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078)
  2. The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies (VCHHK079)
  3. Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival (VCHHK080)
  4. The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)

History Achievement Standard

By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.

Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects. They identify sources (written, physical, visual, oral), and locate information about their origin and content features. They describe perspectives of people from the past and recognise different points of view. Students create a narrative or description which explains continuity and change and cause and effect using historical terms.

Intercultural Capability

Intercultural Capability Level Description

In Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school...

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Intercultural Capability Content Descriptions

Cultural Practices

  1. Compare their own and others cultural practices, showing how these may influence the ways people relate to each other (VCICCB005)
  2. Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)

Cultural Diversity

  1. Explain the role of cultural traditions in the development of personal, group and national identities (VCICCD007)
  2. Identify how understandings between culturally diverse groups can be encouraged and achieved (VCICCD008)

Intercultural Capability Achievement Standard

By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on people’s relationships. They explain what they have learnt about themselves and others from intercultural experiences.

Students explain the role of cultural traditions in the development of various identities. They develop critical perspective on and respect for their own and others cultures.

Mathematics

Mathematics Level Description

In Level 3, students increasingly use mathematical terms and symbols to describe computations, measurements and characteristics of objects.

Students recognise, model and order numbers to at least...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Investigate the conditions required for a number to be odd or even and identify odd and even numbers (VCMNA129)
  2. Recognise, model, represent and order numbers to at least 10 000 (VCMNA130)
  3. Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (VCMNA131)
  4. Recognise and explain the connection between addition and subtraction (VCMNA132)
  5. Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (VCMNA133)
  6. Recall multiplication facts of two, three, five and ten and related division facts (VCMNA134)
  7. Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (VCMNA135)
Fractions and decimals
  1. Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (VCMNA136)
Money and financial mathematics
  1. Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (VCMNA137)
Patterns and algebra
  1. Describe, continue, and create number patterns resulting from performing addition or subtraction (VCMNA138)
  2. Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes (VCMNA139)

Measurement and Geometry

Using units of measurement
  1. Measure, order and compare objects using familiar metric units of length, area, mass and capacity (VCMMG140)
  2. Tell time to the minute and investigate the relationship between units of time (VCMMG141)
Shape
  1. Make models of three-dimensional objects and describe key features (VCMMG142)
Location and transformation
  1. Create and interpret simple grid maps to show position and pathways (VCMMG143)
  2. Identify symmetry in the environment (VCMMG144)
  3. Identify and describe slides and turns found in the natural and built environment (VCMMG145)
Geometric reasoning
  1. Identify angles as measures of turn and compare angle sizes in everyday situations (VCMMG146)

Statistics and Probability

Chance
  1. Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (VCMSP147)
Data representation and interpretation
  1. Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (VCMSP148)
  2. Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (VCMSP149)
  3. Interpret and compare data displays (VCMSP150)

Mathematics Achievement Standard

Number and Algebra

Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts for single-digit numbers. They represent money values in various ways and correctly count out change from financial transactions. Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples.

Measurement and Geometry

Students use metric units for length, area, mass and capacity. They tell time to the nearest minute. Students identify symmetry in natural and constructed environments. They use angle size as a measure of turn in real situations and make models of three-dimensional objects. Students match positions on maps with given information and create simple maps.

Statistics and Probability

Students carry out simple data investigations for categorical variables. They interpret and compare data displays. Students conduct chance experiments, list possible outcomes and recognise variations in results.

Media Arts

Media Arts Level Description

In Levels 3 and 4, students extend their understanding of key concepts of media arts such as the use of media technologies, story principles of structure, intent, character and settings, and use...

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Media Arts Content Descriptions

Explore and Represent Ideas

  1. Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text (VCAMAE025)

Media Arts Practices

  1. Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories (VCAMAM026)

Present and Perform

  1. Plan, create and present media artworks for specific purposes with awareness of responsible media practice (VCAMAP027)

Respond and Interpret

  1. Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples (VCAMAR028)

Media Arts Achievement Standard

By the end of Level 4, students describe similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. They identify the characteristics of audiences who view media artworks and the social, historical and cultural contexts in which media artworks are viewed.

Students use intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience.

Music

Music Level Description

In Levels 3 and 4, learning in Music involves students making and responding to music independently and collaboratively with their peers and teachers.

Students extend their understanding of the...

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Music Content Descriptions

Explore and Express Ideas

  1. Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments (VCAMUE025)

Music Practices

  1. Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms (VCAMUM026)

Present and Perform

  1. Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience (VCAMUP027)

Respond and Interpret

  1. Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology (VCAMUR028)

Music Achievement Standard

By the end of Level 4, students improvise, arrange, compose, and accurately and expressively perform songs and instrumental music to communicate intentions and ideas to audiences. They document their compositions.

Students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music to communicate ideas and intentions in performance and composition.

Personal and Social Capability

Personal and Social Capability Level Description

In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary...

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Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Identify and explore the expression of emotions in social situations and the impact on self and others (VCPSCSE016)
Development of resilience
  1. Identify personal strengths and select personal qualities that could be further developed (VCPSCSE017)
  2. Identify how persistence and adaptability can be used when faced with challenging situations and change (VCPSCSE018)
  3. Name and describe the skills required to work independently (VCPSCSE019)

Social Awareness and Management

Relationships and diversity
  1. Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion (VCPSCSO020)
  2. Describe the ways in which similarities and differences can affect relationships (VCPSCSO021)
  3. Identify the importance of including others in activities, groups and games (VCPSCSO022)
Collaboration
  1. Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate (VCPSCSO023)
  2. Identify conflicts that may occur in peer groups and suggest possible causes and resolutions (VCPSCSO024)

Personal and Social Capability Achievement Standard

By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They recognise personal strengths and challenges and identify skills they would like to develop. They suggest strategies for coping with difficult situations. They persist with tasks when faced with challenges and adapt their approach when first attempts are not successful.

Students discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups. They describe factors that contribute to positive relationships with peers, other people at school and in the community. They explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities. They identify a range of conflict resolution strategies to negotiate positive outcomes to problems.

Science

Science Level Description

In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and...

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Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. Science knowledge helps people to understand the effects of their actions (VCSSU056)
Biological sciences
  1. Living things can be grouped on the basis of observable features and can be distinguished from non-living things (VCSSU057)
  2. Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)
Chemical sciences
  1. A change of state between solid and liquid can be caused by adding or removing heat (VCSSU059)
  2. Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060)
Earth and space sciences
  1. Earth’s rotation on its axis causes regular changes, including night and day (VCSSU061)
  2. Earth’s surface changes over time as a result of natural processes and human activity (VCSSU062)
Physical sciences
  1. Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object (VCSSU063)
  2. Forces can be exerted by one object on another through direct contact or from a distance (VCSSU064)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (VCSIS065)
Planning and conducting
  1. Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests (VCSIS066)
  2. Safely use appropriate materials, tools, equipment and technologies (VCSIS067)
Recording and processing
  1. Use formal measurements in the collection and recording of observations (VCSIS068)
  2. Use a range of methods including tables and column graphs to represent data and to identify patterns and trends (VCSIS069)
Analysing and evaluating
  1. Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
  2. Reflect on an investigation, including whether a test was fair or not (VCSIS071)
Communicating
  1. Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language (VCSIS072)

Science Achievement Standard

By the end of Level 4, students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred. They explain how heat is involved in changes of state between solid and liquid. They link the physical properties of materials to their use. They discuss how natural and human processes cause changes to Earth’s surface. They use contact and non-contact forces to describe interactions between objects. They group living things based on observable features and distinguish them from non-living things. They describe relationships that assist the survival of living things. They compare the key stages...

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Visual Arts

Visual Arts Level Description

In Levels 3 and 4, students explore how and why artists, craftspeople and designers realise their ideas through different art forms. They enhance their perceptual skills by observing the world around...

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)

Visual Arts Practices

  1. Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)

Present and Perform

  1. Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)

Respond and Interpret

  1. Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAR028)

Visual Arts Achievement Standard

By the end of Level 4, students plan and make artworks that are inspired by artworks they experience. They use materials, visual conventions, techniques and processes to express their ideas in artworks.

Students discuss how artists express ideas and use materials, techniques and visual conventions in artworks from a range of places, times and cultures.

They discuss and evaluate the art making processes, materials and techniques they use to express their ideas.

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