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• VCMMG144

  Identify symmetry in the environment

  Elaborations

  • identifying symmetry in Aboriginal rock carvings or art
  • identifying symmetry in the natural and built environment

  VCMMG144 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• VCASFU034

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU034 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCASFU160

  Recognise that there is variation in Auslan use, for example in different locations or physical environments

  Elaborations

  • exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such as DINNER or AFTERNOON
  • recognising that variation also occurs in spoken languages and noticing some different words for the same thing in English, such as cossie/cozzie, togs or bathers
  • identifying Auslan signs or informal home signs that might be different from signs used by other people
  • considering adaptations to Auslan use when communicating in different physical environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing and tactile fingerspelling

  VCASFU160 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCMMG145

  Identify and describe slides and turns found in the natural and built environment

  Elaborations

  • recognising and representing slides and turn used in brickwork around the school
  • recognising and representing slides and turn used in sporting activities

  VCMMG145 | Mathematics | Level 3 | Measurement and Geometry | Location and transformation

• 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

• VCARC120

  Socialise and build relationships with the teacher, peers and friends through the exchange of personal information relating to home and school environment, such as everyday routines

  Elaborations

  • asking and answering questions about information relating to self, peers, friends and family members, for example,

    أين ولدت؟ ماذا تتكلم في البيت؟ ماذا يعمل أبوك؟ أين تذهب يوم السبت؟ من هي صديقتك؟ لماذا تحب جدتك؟ ماذا تفعل بعد المدرسة؟ أي رياضة تلعب؟

    ولدت في العراق؛ أتكلم العربية في البيت؛ أحب الشوكولاتة كثيرا؛ أحب أبي وأمي جداً؛ أبي يعمل في المستشفى؛ أمي طبيبة؛ أخي يدرس في المدرسة؛ أختي في الجامعة؛ يوم السبت أذهب إلى بيت جدي؛ يوم الأحد اذهب إلى المطعم.

  • sharing information about daily routines and favourite activities at home and school, for example,

    أستيقظ باكراً؛ آكل الفطور؛ ألبس ثيابي؛ أشاهد التلفاز؛ أكمل فروض المدرسة؛ ألعب ألعاباً الكترونية؛ أرتب سريري؛ أنظف غرفتي؛ ألعب كرة القدم؛ أذهب إلى المسبح.

  • using common expressions and appropriate body language when responding to frequently used comments and questions, for example,

    يبدو أنك متعب؛ متى نمت البارحة؟ لماذا تأخرت هذا الصباح؟ كيف تأتي إلى المدرسة؟ هل عندك طعام للفرصة؟

  • exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form, for example,

    هل تحب أن تأتي إلى حفلة عيد ميلادي؟ سمير؛ أنا أدعوك إلى بيتي يوم السبت؛ تعال نلعب معاً.

    عيد ميلاد سعيد؛ كل عام وأنت بخير؛ أتمنى لك عيداً سعيداً.

  VCARC120 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDSCD031

  Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities

  Elaborations

  • evaluating designed solution against negotiated criteria for success with class or group members
  • evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
  • evaluating the functional and aesthetic qualities of a designed solution
  • reflecting on the sustainability implications of selected designed solutions
  • comparing the amount of waste that would be produced from different design options and the potential for recycling waste
  • reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

  VCDSCD031 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Evaluating

• VCELC120

  Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

  Elaborations

  • asking and answering questions to exchange information about self and family, for example, Πού είναι ο κύριος Παναγιώτης; Να τος. Πού είναι η μαμά σου;
  • asking for and sharing information about daily and classroom routines, for example, Πού είναι το μολύβι; Εδώ. Τι μέρα είναι σήμερα; Σήμερα είναι Δευτέρα. Τι μήνας είναι; Είναι Μάρτιος, Τι ημερομηνία έχουμε σήμερα; Έχουμε 18 Μαρτίου, Ποια εποχή έχουμε; Έχουμε καλοκαίρι, Τι καιρό κάνει σήμερα; Κάνει κρύο. Bρέχει. Δε βρέχει. Ούτε κρύο, ούτε ζέστη.
  • using common responses and appropriate body language in response to frequently asked comments or questions, for example, ναι, μ’αρέσει, δε μ’αρέσει, understanding that lifting the head means ‘no’ and is used only in informal situations
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCELC120 | Languages | Modern Greek | 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

• VC2M3SP02

  interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

  Elaborations

  • designing the layout of a space; for example, designing a proposed games room or a classroom using a blank sheet of paper as the boundary and cut-outs of shapes to represent furniture from a top-view perspective
  • locating themselves within a space, such as a basketball court, oval, stage or assembly hall, guided by a simple hand-held plan indicating the different positions of the participants in the activity
  • sketching a map indicating where they have hidden an object within the classroom, swapping maps with partners and then providing feedback about what was helpful and what was confusing on the map
  • identifying differences in the representation of a place on a map, in an aerial photograph, in a street view and in a satellite image, and discussing the different information the representations can give
  • exploring land maps or cultural maps used by Aboriginal and Torres Strait Islander Peoples to locate, identify and position important landmarks such as waterholes

  VC2M3SP02 | Mathematics | Mathematics Version 2.0 | Level 3 | Space

• VCNRC018

  Interact with peers and teacher to exchange personal information about everyday routines involving school and home environment

  Elaborations

  • asking and answering questions to exchange information about self and family
  • asking and sharing information about daily and classroom routines
  • using common responses for frequently asked comments or questions
  • exchanging simple correspondence such as notes, invitations or messages in print or digital form

  VCNRC018 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Socialising

• VCSSU058

  Different living things have different life cycles and depend on each other and the environment to survive

  Elaborations

  • making and recording observations of living things as they develop through their life cycles, for example, insects, birds, frogs and flowering plants
  • recognising that environmental factors can affect life cycles, for example, fire and seed germination
  • investigating the roles of living things in a habitat, for example, producers, consumers or decomposers
  • predicting the effects when living things in feeding relationships are removed or die out in an area

  VCSSU058 | Science | Levels 3 and 4 | Science Understanding | Biological sciences

• Geography: Levels 3 and 4 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's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• VCELC127

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with Greek and English word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences into Greek, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English, as in the case of expressions of politeness, for example, Ένα μολύβι, παρακαλώ or Θα ήθελα ένα μολύβι, παρακαλώ (A literal translation of Μπορώ να έχω ένα μολύβι, σε παρακαλώ; would not be used in Greek.)
  • translating signs or phrases in familiar contexts from Greek into English, for example, street signs, addresses, food labels (Δελφών 30, ΟΔΟΣ ΕΡΜΟΥ, ΦΡΕΣΚΟ ΓΑΛΑ, 4€), noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCELC127 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCNRC025

  Translate and interpret words, phrases and sentences used in familiar environments such as school and home, recognising how they may have similar or different meanings to words in English or other known languages

  Elaborations

  • playing matching games with word cards, for example, days of the week, months, seasons or vocabulary associated with weather
  • translating simple sentences, such as requests in the classroom, to understand the gist, noticing how meaning changes when translating into English
  • translating signs or phrases in familiar contexts into English, for example, street signs, addresses, food labels, noting that some signs and symbols are universal, for example, the ‘stop’ sign

  VCNRC025 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Communicating | Translating

• Geography: Levels 3 and 4 achievement standards

  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.

  Level description | The Humanities | Geography | Levels 3 and 4

• Design and Technologies: Levels 3 and 4 achievement standards

  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

• Digital Technologies: Levels 3 and 4 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 and interpret data, developing an understanding of the characteristics of data and their representation.

  S...

  Level description | Technologies | Digital Technologies

• Mathematics: Level 3 achievement standards

  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...

  Level description | Mathematics | Level 3

• VCLVU163

  Distinguish and produce the speech sounds of the language, understanding how these are represented in writing

  Elaborations

  • identifying meaningful sounds, syllables and morphemes in words and phrases
  • confirming sound–symbol correspondences in the language by reading syllables, morphemes and words for meaning
  • using conventions of the written language, for example, punctuation, capitalisation, diacritics, digraphs, to support links with the spoken language
  • identifying morphemes, words and phrases in speech and matching these with their written forms
  • paying attention to consistency in the spelling of the language, with direct reference to the sound system of the language
  • noticing variations in pronunciation of the same word by different speakers and discussing whether this can be reflected in the spelling of the word
  • recognising that in some cases the original sound/parts of the sound of some words in the language may be unknown, considering possible reasons for this
  • understanding that other languages may suggest historical pronunciations for the language
  • learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems
  • recognising which speech sounds are not typical for the language, and which sounds are very common, identifying where these can occur in words
  • using knowledge of sound–symbol correspondences to read familiar and new words out aloud from their written forms
  • noticing the various roles of the speech organs in the production of sounds in the language, and comparing these with English and other known languages

  VCLVU163 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Systems of language