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...
Level description | Science | Levels 3 and 4
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...
Level description | Technologies | Design and Technologies | Levels 3 and 4
By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They...
Level description | Languages | Indonesian | F–10 Sequence | Levels 3 and 4
By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...
Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6
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...
Level description | Health and Physical Education | Levels 3 and 4
By the end of Levels 4, students use spoken and written Chinese to initiate interactions. They participate in short exchanges, for example, 你晚饭吃什么?,我学汉语和英语,站起来, 大家听老师说. They organise and convey factual information and share experiences in formal and informal situations, making appropriate choices...
Level description | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students use spoken and written Chinese in simple personal interactions with familiar participants about self, family, people, places, routine, school life, and their own interests and preferences, for example, 你叫什么名字? 你上几年级? 你有狗吗? 你喜欢什么运动? They use appropriate pronunciation...
Level description | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students engage in classroom routines and structured interactions with teachers and peers. They reproduce a range of the sounds of the language. Students follow instructions, make requests and respond with actions. They respond to questions, often by using a simple phrase...
Level description | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students interact with teachers and each other through classroom routines, action-related talk and play. They exchange greetings and wishes, respond to familiar instructions and to questions such as Qu’est-ce que c’est? and Qu’est-ce que tu fais? They share...
Level description | Languages | French | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students understand a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and to address people, using appropriate language...
Level description | Languages | Italian | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً...
Level description | Languages | Arabic | F–10 Sequence | Levels 3 and 4
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...
Level description | The Arts | Dance | Levels 3 and 4
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...
Level description | The Humanities | Civics and Citizenship | Levels 3 and 4
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...
Level description | Technologies | Digital Technologies | Levels 3 and 4
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...
Level description | English | Level 3 | Reading and Viewing
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....
Level description | Capabilities | Ethical Capability | Levels 3 and 4
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,...
Level description | Capabilities | Critical and Creative Thinking | Levels 3 and 4
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...
Level description | Capabilities | Intercultural Capability | Levels 3 and 4
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...
Level description | Capabilities | Personal and Social Capability | Levels 3 and 4
Students listen to others’ views and respond appropriately using interaction skills. They understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. They create a range of texts for familiar and...
Level description | English | Level 3 | Speaking and Listening