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• Mathematics: Level 3 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 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange...

  Level description | Mathematics

• Non-Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines. They use formulaic expressions when participating in classroom routines, collaborative activities and simple transactional exchanges...

  Level description | Languages | Non-Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCHHK081

  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

  Elaborations

  • investigating contact with Aboriginal and Torres Strait Islander peoples before 1788, for example, the repulsion of the Dutch at Cape Keerweer in 1606 and the trade between the Macassans and the Yolngu people
  • comparing the European concept of land ownership with the Aboriginal and Torres Strait Islander peoples' relationship with the land and sea, and how this affected relations between them
  • exploring early contact history with the British, for example, Pemulwuy or the Black War, and the impact that British colonisation had on the lives of Aboriginal people such as dispossession, dislocation and the loss of lives through conflict, disease, loss of food sources and medicines
  • exploring whether the interactions between Europeans and Aboriginal and Torres Strait Islander peoples had positive or negative effects
  • examining paintings and accounts (by observers such as Watkin Tench and David Collins) to determine the impact of early British colonisation on Aboriginal peoples' country

  VCHHK081 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts

• VCTRU034

  Make connections between Turkish language and culture, for example, by identifying words, gestures, forms of address or expressions that reflect cultural values and practices

  Elaborations

  • noticing that languages carry cultural information, for example, by identifying words or expressions used by friends and family members in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık
  • finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim iyi bayramlar, Allah kabul etsin
  • noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen
  • recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture

  VCTRU034 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCVIC132

  Reflect on their experiences when interacting in English and Vietnamese, identifying differences in language use and behaviours

  Elaborations

  • comparing their interactions in Vietnamese and English, noticing different behaviours and language used, for example, using appropriate personal pronouns and adding the sound ơi after the names of family members and friends to attract the person’s attention or show affection (Mẹ ơi, Hoa ơi), compared with addressing friends in English by their first name (Chị ơi, ra đây chơi với em/Lan)
  • describing elements of Vietnamese language that are different to English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language
  • developing language for describing experiences of intercultural exchange in different contexts, for example, Tôi thích nói tiếng Việt ở nhà hơn ở trường

  VCVIC132 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• Auslan - First Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards

  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

• VCASFC019

  Communicate with each other and with teachers about aspects of their personal worlds, daily routines, preferences and pastimes

  Elaborations

  • sharing feelings about important experiences or events, for example:
    PRO1 EXCITED HOLIDAY SOON
    I am excited about the holidays.
    POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD
    I was sad when my friend moved away.
    
  • discussing preferences in relation to school or community activities, using comparatives and superlatives
    PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART
    I like maths and science, but my favourite subject is art.
    
  • comparing routines or activities, using signs for time, sequence and location, such as:
    WHAT TIME PRO2 GO-TO-BED?
    What time do you go to bed?
    EVERY MONDAY POSS1 CLASS LIST-BUOY-1 READING LIST-BUOY2 MATHS LIST-BUOY-3 SWIMMING. POSS2 CLASS G:WELL?
    Every Monday my class has reading, then maths, then swimming. What about your class?
    
  • telling each other about daily routines or habits showing aspectual marking on verbs to indicate frequency, such as brushing teeth for a long time
  • interacting with younger children or with people who are just beginning to learn to sign, adapting language to suit the situation
  • describing actions and activities using NMFs to show manner, for example, PRO1 WORK versus PRO1 WORK-_hard
  • participating in online exchanges such as vlogs to compare daily routines or interests with other deaf children or families
  • using persuasive language in social interactions with each other, for example:
    PLEASE POPCORN GIVE-_me++ BEG?
    Please can I have some of your popcorn?

  VCASFC019 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCHPEP096

  Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing

  Elaborations

  • participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation
  • comparing the characteristics and benefits of physical activities that can take place in a natural environment and those that take place in a built environment

  VCHPEP096 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCNRC020

  Participate in everyday classroom activities, such as asking for permission, requesting help, asking how to say or write something, and praising or encouraging peers

  Elaborations

  • asking for permission and requesting help using frequently used phrases
  • asking how to say or write a word or expression
  • praising and encouraging peers
  • using words, phrases or interjections which can be used in conversation

  VCNRC020 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• Japanese - F–10 Sequence: Levels 3 and 4 description

  Students recognise the predictable nature of pronunciation in Japanese and apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar including simple verb forms, adjectives, interrogatives and some particles to understand and create...

  Level description | Languages | Japanese | F–10 Sequence

• Mathematics Version 2.0: Level 3 description

  In Level 3, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...

  Level description | Mathematics | Mathematics Version 2.0

• Roman Alphabet Languages - F–10 Sequence: Levels 3 and 4 achievement standards

  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

• Spanish - F–10 Sequence: Levels 3 and 4 description

  Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...

  Level description | Languages | Spanish | F–10 Sequence

• VCRAU034

  Make connections between cultural practices and language use, such as specific vocabulary and expressions

  Elaborations

  • noticing how gestures differ between cultures for example ways of beckoning others
  • understanding that meanings of facial expressions can vary across cultures and that the same expression can convey various emotions
  • showing awareness that language carries cultural ideas
  • recognising character traits and values in stories
  • analysing which aspects of own language use might seem ‘strange’ from another perspective and why

  VCRAU034 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• French - F–10 Sequence: Levels 3 and 4 achievement standards

  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

• Modern Greek - F–10 Sequence: Levels 3 and 4 description

  Students begin to develop a metalanguage for understanding and discussing language features, and make connections and comparisons between English and Modern Greek. For example, they understand that in English there is one word for the definite article (‘the’), whereas in Greek the...

  Level description | Languages | Modern Greek | F–10 Sequence

• Vietnamese - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students use Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends. They use formulaic expressions to participate in simple transactional exchanges and collaborative activities, and to seek...

  Level description | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4

• VCELA271

  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

  Elaborations

  • identifying roles and collaborative patterns in students’ own groups and pair work (for example initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting and checking individual and group understanding)

  VCELA271 | Curriculum content | English | Level 3 | Speaking and Listening | Language

• VCHPEM102

  Adopt inclusive practices when participating in physical activities

  Elaborations

  • using cooperative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy
  • working cooperatively with team members to maintain possession in a game by passing to other players and listening to team-mates
  • modifying physical activities to ensure that everyone is included, such as changing equipment, rules or playing space

  VCHPEM102 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Learning through movement