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

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

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

• VCKOU152

  Compare and reflect on different ways of using language in everyday situations in Korean, Australian and other cultures, sharing ideas about possible reasons for the differences and variations

  Elaborations

  • recognising the importance of politeness explicitly expressed in Korean and comparing this with English, for example, 만나서 반가워요 versus ‘Nice to meet you’
  • understanding that language carries information about the people who use it and that common expressions often reflect cultural values important to that language community
  • reflecting on individual words which may be interpreted differently by people who do not know Korean culture, for example, 우리 집, 우리 선생님
  • identifying non-verbal expressions that are typical or expected in communication in different cultures, for example, eye contact, bowing, nodding, pointing

  VCKOU152 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCDTDI021

  Collect, access and present different types of data using simple software to create information and solve problems

  Elaborations

  • selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example graphs suit data that shows trends or comparisons; lists suit text data that needs to be presented in alphabetical order; animations suit images that show actions and relationships
  • using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
  • improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
  • using software to sort and calculate data when solving problems, for example sorting numerical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
  • exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
  • recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

  VCDTDI021 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VC2M4M01

  use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units

  Elaborations

  • reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to
  • deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed
  • using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)
  • reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events
  • using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine
  • making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons
  • exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts

  VC2M4M01 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• VCASFU157

  Understand how space is used in Auslan to show who is involved in an event through the meaningful location of nouns and verbs, the use of depicting signs and enacting

  Elaborations

  • recognising that non-body-anchored nouns can be located in space and identifying instances of this
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
  • 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 in real space and the direction of some indicating verbs in a text
  • identifying instances of DSs with appropriate support
  • comparing English adjectives with SASS DSs

  VCASFU157 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCGGC073

  Identify and explain the interconnections within places and between places

  Elaborations

  • identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
  • 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
  • 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
  • investigating and comparing what it would be like to live in a place with a climate different to their own place
  • recognising that the distribution of Aboriginal and Torres Strait Islander peoples before colonisation was concentrated in more productive areas such as in the coastal and riverine areas of Australia

  VCGGC073 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Place, space and interconnection

• VCZHC134

  Create short personal narratives and performances of poetry, song, dance or drama which reflect the culture and traditions of the Chinese community

  Elaborations

  • creating performances in response to legends and other forms of culturally significant literature such as 《盘古开天辟地》, or segments of 《西游记》
  • creating simple narratives of the day in the life of a person, animal or fictional character (for example, 《小狗汪汪的一天》), sequencing events and using supporting images
  • using digital media to create an imaginative story to share with peers and Chinese-speaking contacts, using both language and images to achieve particular effects, for example, using 重复（很大很大的球; 走啊走啊走啊)
  • plotting a storyline, considering: Who is the main character? How can I make this character interesting to readers? How can I sequence my story to grab the reader’s attention?
  • considering alternative endings to well-known stories, using learnt sequences and teacher guidance

  VCZHC134 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCDEU133

  Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes

  Elaborations

  • classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
  • comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
  • identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
  • discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

  VCDEU133 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCCCC007

  Describe the different cultural, religious and/or social groups to which they and others in the community may belong

  Elaborations

  • describe cultural, religious and/or social groups to which they and others in the community may belong and explain how belonging can shape personal identity
  • listing and comparing the different purposes, beliefs, traditions and symbols used by groups
  • recognising that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions

  VCCCC007 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCCCTR016

  Identify and use ‘If, then…’ and ‘what if…’ reasoning

  Elaborations

  • using the sentence starter ‘What if…’ to explore possible consequences
  • using ‘what if…’ or ‘imagine that…’ to find examples to explore the strength of suggestions
  • identifying how ‘if, then…’ reasoning can be used to move from separate pieces of information to a conclusion, for example reasoning from historical sources (i) If a First Fleet convict in the colony were found guilty of a crime then they were punished; and (ii) this convict was found guilty of being disrespectful; to (iii) inferring the convict went on to be punished

  VCCCTR016 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCHPEP095

  Describe strategies to make the classroom and playground healthy, safe and active spaces

  Elaborations

  • identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school
  • creating promotional posters to display around the school containing positive health and physical activity messages
  • establishing a small fruit and vegetable garden for the class that can be used to create healthy lunches or snacks
  • exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving

  VCHPEP095 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP089

  Explore strategies to manage physical, social and emotional change

  Elaborations

  • discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations
  • exploring how friendships change as they grow older and identifying strategies to manage change
  • identifying people or sources of information that they can access if they have questions about the changes that are occurring

  VCHPEP089 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP093

  Investigate how emotional responses vary in family situations and in friendship groups

  Elaborations

  • recognising own emotional responses and levels of their response in different situations, including home and at school
  • understanding that emotional responses vary across cultures and differ between people and different situations
  • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
  • describing strategies they can use to identify and manage their emotions before making a decision to act

  VCHPEP093 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language between a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCIDU031 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCKOU148

  Recognise differences in language features and text structures in different types of texts, including those in digital form, used in familiar contexts

  Elaborations

  • identifying familiar text types in different modes and using them in activities such as converting dialogues to chants
  • recognising language features typically associated with particular texts, for example, the use of imperatives in games
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCKOU148 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCLVU167

  Understand that speakers vary language forms according to kin relationship and context of situation

  Elaborations

  • observing how language is used to establish, maintain and reflect kin-based relationships
  • noticing word taboo in Aboriginal languages
  • observing that expressions can be made more or less formal or casual to suit the relationship between speakers
  • reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

  VCLVU167 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCRAC028

  Interact with others and notice how identity is acknowledged, such as in use of terms of address, who and what is included, and what language is used

  Elaborations

  • sharing personal details with others and making choices about what aspects of identity to include
  • designing visual representations of relationships to others and memberships of groups, for example, using a concept map, poster or slide presentation with captions to show friendships, family, teams and interest groups
  • comparing the students' own ‘family culture’ with that of peers and considering how family can impact on identity, offering reasons for similarities and differences
  • creating a self profile such as an avatar or montage with self-introduction, and making choices about the design, content and language used

  VCRAC028 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCRAU031

  Recognise that texts such as stories, games and conversations have particular features

  Elaborations

  • recognising language features typically associated with texts, for example, the use of imperatives in games and time markers in stories
  • comparing features of different text types, for example, differences in purpose or in the amount and kinds of language in a conversation and a story
  • noticing differences between written and spoken texts (for example, comparing a written story with a spoken version), or comparing how texts within the same mode can differ, for example, a birthday card and an email message

  VCRAU031 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language