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
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 for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which...
Level description | English
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 years, students begin to explore personal and social factors that support and contribute to their identities...
Level description | Health and Physical Education
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 and others. They are introduced to world history and movement of peoples. Beginning with the history...
Level description | The Humanities | History
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
VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCCCTQ012 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities
By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
By the end of Level 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs to indicate frequency when communicating about daily...
Level description | Languages | Auslan | First Language Learner | F–10 Sequence | 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
VCAMAE025 | The Arts | Media Arts | Levels 3 and 4 | Explore and Represent Ideas
VCAMAM026 | The Arts | Media Arts | Levels 3 and 4 | Media Arts Practices
VCAMAP027 | The Arts | Media Arts | Levels 3 and 4 | Present and Perform
VCELY266 | Curriculum content | English | Level 3 | Writing | Literacy
VCIDC023 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCRAC023 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Creating
VCTRC026 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCAMUE025 | The Arts | Music | Levels 3 and 4 | Explore and Express Ideas
VCASFC148 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing
VCHIC027 | Languages | Hindi | F–10 Sequence | Levels 3 and 4 | Communicating | Translating