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• VCASFU031

  Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL -_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO -_often
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • understanding that some verb forms in Auslan indicate who is involved in a verb by changing the direction of the movement or orientation of the handshape
  • noticing the relationship between the location of referents and the direction of some indicating verbs
  • recognising who is the actor and undergoer of the verb in a clause
  • identifying with support examples of DSs and becoming familiar with the terms entity, handling and SASS DSs
  • comparing English adjectives with SASS DSs
  • knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

  VCASFU031 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFU030

  Identify and demonstrate how the formational elements of handshape and its orientation, movement, location and non-manual features can be arranged in signs which may be iconic, and explore ways of recording Auslan

  Elaborations

  • noticing the orientation of handshapes in signs
  • identifying and demonstrating signs with a change in handshape, for example FIND or BEST
  • identifying and demonstrating signs with a change in orientation, for example CAN-NOT or HOW
  • distinguishing between single, double and two-handed signs, and identifying which hand is dominant and which is non-dominant in two-handed signs
  • thinking of body-anchored signs, such as HEAD or WHY, and signs that are not body anchored, such as HAVE or STOP and recognising that non-body anchored signs can be located in space around the signer
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
  • comparing iconic signs that provide visual images of referents, such as DRINK, ELEPHANT, with English words that map to the sound images of the referents, such as animal noises, or words for sounds such as bang
  • describing how the movement changes between groups of related numbers, for example, 5, 15, 50, 5th
  • learning to film themselves and analyse the video or to read simple glosses produced by the teacher, and understanding that the English word used is often not an exact match for the meaning of the sign

  VCASFU030 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGGK082

  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

  Elaborations

  • exploring how vegetation produces the oxygen all land animals (including people) breathe, protects land from erosion by water or wind, retains rainfall, provides habitat for animals, shelters crops and livestock, provides shade for people, cools urban places, produces medicines, wood and fibre, and can make places appear more attractive
  • explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual
  • describing how natural processes can break down and recycle some wastes safely. For example, through composting or purifying water as it moves through the environment
  • investigating where a particular renewable natural resource comes from and how it is used, what sustainable use of this resource might mean and comparing a strategy to reduce the use of the resource (for example, recycling paper) with a strategy to increase the output of this resource (for example, planting more trees)
  • visiting a national park and discussing different views on development in the park

  VCGGK082 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• Dance: Levels 3 and 4 achievement standards

  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

• Intercultural Capability: Levels 3 and 4 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, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or...

  Level description | Capabilities | Intercultural Capability

• VC2M3ST03

  conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest

  Elaborations

  • creating a poster, flow chart or infographic that describes the process of statistical investigation, and the components, tools and types of data that can be collected, represented and interpreted for a purpose
  • collaboratively working through a whole-class investigation by choosing a question of interest, using an efficient collection method and recording collected data, and then interpreting the data in terms of the question
  • planning and carrying out investigations that involve collecting data; for example, narrowing the focus of a question such as ‘Which is the most popular breakfast cereal?’ to ‘Which is the most popular breakfast cereal among Year 3 students in our class?’
  • conducting a whole-class statistical investigation into the best day to hold an open day for parents by creating a simple survey, collecting the data by asking the parents, representing and interpreting the results, and deciding as a class which day would be best
  • investigating seasonal calendars of Aboriginal and/or Torres Strait Islander Peoples by collecting data and creating frequency tables and spreadsheets based on environmental indicators, and creating one-to-one data displays about frequency of environmental indicators for the current season

  VC2M3ST03 | Mathematics | Mathematics Version 2.0 | Level 3 | Statistics

• VCAVAP027

  Explore different ways of displaying artworks to enhance their meaning for an audience

  Elaborations

  • making decisions about how their artwork could be displayed, for example, mounted and framed, in public spaces, on the internet, and in the media
  • discussing how artworks are made and how the choice of materials can influence the meaning of artworks, for example, what the artwork is made of, the choice of material to enhance the audience’s understanding of the artist’s intention
  • exploring different ways of presenting artworks in different locations, for example, in folios, digitally, in a public space in the school
  • comparing the visual conventions in artworks made for specific purposes, for example, how the artist expresses an idea to show the audience a particular viewpoint

  VCAVAP027 | The Arts | Visual Arts | Levels 3 and 4 | Present and Perform

• VCASFC155

  Describe ways in which communicating and behaving when using Auslan are similar to or different from their use of their own language(s) and forms of cultural expression

  Elaborations

  • reflecting on similarities and differences between ways of communicating in Auslan and in their first language in different social situations, for example, when greeting/leave-taking; introducing people; and using body language, facial expression and eye contact
  • comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed
  • reflecting on differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the common use of names in Australian English/other languages
  • identifying assumptions that they bring to the experience of learning Auslan and considering how these may change through the learning experience

  VCASFC155 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• History: Levels 3 and 4 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 and others. They are introduced to world history and movement of peoples. Beginning with the history...

  Level description | The Humanities | History

• VCIDC027

  Communicate in Indonesian using routine phrases and expressions, recognising that such language reflects cultural practices and norms

  Elaborations

  • recognising differences between Indonesian and English ways of showing politeness, for example, making requests and expressing gratitude (Tolong…, Terima kasih, Boleh saya…?), and recognising what may be viewed as impolite, such as pointing with the forefinger, folding arms, touching someone’s head, or blowing nose with handkerchief and keeping it in your pocket
  • trying out respectful gestures such as bending when passing between people, nodding while greeting others, and using a soft handshake when meeting others
  • participating in interactions associated with particular Indonesian practices, for example, etiquette associated with eating such as waiting to be invited to eat (Silahkan makan) and not eating with left hand
  • noticing how own language influences expectations about Indonesian language, for example, perceiving word order as ‘back to front’ compared to English, wanting to use one word for ‘you’, feeling the need to say ‘thank you’ often
  • discussing how Australian terms and expressions might be understood from an Indonesian perspective, for example, ‘bushwalking’, ‘kick a footy’ or ‘lamington’

  VCIDC027 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• Drama: Levels 3 and 4 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, students extend their understanding of role and situation as they offer, accept and extend their ideas...

  Level description | The Arts | Drama

• VCELY276

  Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume

  Elaborations

  • drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

  VCELY276 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

• VCASFU035

  Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality

  Elaborations

  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters
  • describing the visibility and use of Auslan in the wider community, for example in television programs; on the news; at community events, sporting fixtures; and in emergency announcements
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
  • exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics
  • understanding that some languages used in Australia such as English have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and identifying how this ownership rests with the Deaf community and is determined by traditional social groupings/families, place, history and stories

  VCASFU035 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness

• Civics and Citizenship: Levels 3 and 4 achievement standards

  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

• Digital Technologies: Levels 3 and 4 achievement standards

  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

• English: Level 3 achievement standards - 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...

  Level description | English | Level 3 | Reading and Viewing

• VCMSP148

  Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording

  Elaborations

  • refining questions and planning investigations that involve collecting data, and carrying out the investigation. For example narrowing the focus of a question such as ‘which is the most popular breakfast cereal?’ to ‘which is the most popular breakfast cereal among students in our class?’

  VCMSP148 | Mathematics | Level 3 | Statistics and Probability | Data representation and interpretation

• Ethical Capability: Levels 3 and 4 achievement standards

  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

• VCASFU161

  Develop awareness of the social and cultural nature and context of Auslan and other sign languages, of their different modes of expression and of the related issue of language vitality

  Elaborations

  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face to face or via technology such as NRS or VRS, through social media, the use of English or the use of interpreters
  • identifying how deaf people modify space to maximise visual attention, such as adjusting seating or removing visual obstacles
  • exploring different expressions for gaining attention or signalling enjoyment, such as tapping, waving, stomping or using visual applause, and their suitability for visual language users
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is culturally determined and shaped by their beliefs and values
  • understanding cultural values associated with the conferment of name signs to people, such as second language learners of Auslan who are joining the Deaf community
  • exploring the vitality of Auslan and other spoken and signed languages, appreciating that a language with strong vitality is one used by many people in the home and other domains, across generations, to talk about most topics
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • understanding that Aboriginal and Torres Strait Islander signed languages arise from specific needs, for example, certain cultural restrictions on speech, or the presence of deaf people
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of cultural belonging and pride
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan, and recognising that this ownership rests with the Deaf community and is determined by traditional social groupings/families, places, history and stories

  VCASFU161 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language awareness