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• VCJAC134

  Interpret and explain simple interactions in Japanese, noticing linguistic and cultural features

  Elaborations

  • explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, counter classifiers, and the indication of politeness by using です
  • explaining and modelling culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて　すみません。しつれいします。
  • demonstrating and explaining hand gestures, body language or facial expressions that work with language or stand alone in Japanese communication, such as beckoning with fingers pointing downwards, or waving a hand in front of the face to signal a negative response
  • using visual, print or online dictionaries, word lists and pictures to translate simple familiar texts such as labels or captions

  VCJAC134 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VC2M4A01

  find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations

  Elaborations

  • demonstrating the commutative properties of addition using materials, diagrams and number lines; for example, using number lines to demonstrate that 5 + 2 = 2 + 5, and demonstrating that 2 + 2 + 3 = 7 and 2 + 3 + 2 = 7 and 3 + 2 + 2 = 7
  • using balance scales and informal uniform units to create addition or subtraction number sentences showing equivalence, such as 7 + 8 = 6 + 9, and to find unknowns in equivalent number sentences, such as 6 + 8 = □ + 10
  • using relational thinking and knowledge of equivalent number sentences to explain whether equations involving addition or subtraction are true; for example, explaining that 27 − 14 = 17 − 4 is true and using a number line to show the common difference is 13

  VC2M4A01 | Mathematics | Mathematics Version 2.0 | Level 4 | Algebra

• VC2M4N04

  count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines

  Elaborations

  • cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight-quarters or two-wholes ...’
  • subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines
  • converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line
  • using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one

  VC2M4N04 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VCZHC137

  Reflect on their reactions and responses to others when participating in learning and cultural experiences in Chinese and Australian contexts

  Elaborations

  • identifying levels of politeness, respect and formality in diverse contexts, for example, when seeking assistance, when engaging with people of different ages or authority
  • deciding how best to address and refer to others (for example, addressing an older stranger as 姐姐 or 阿姨 in Chinese) and considering how that person would be addressed in English
  • identifying ways in which their Chinese identity is reflected in their daily life and interests, for example, belonging to a sports or hobby group or attending community school
  • considering their linguistic and cultural skills as Chinese and as Australians and how these contribute to their overall sense of identity
  • comparing Chinese and Australian lifestyles such as festivals and celebrations, food staples, preferences and cooking styles, and discussing own engagement with these
  • noticing differences in cultural practices and the protocol for certain events, such as 我去表哥家要先叫人，大姨好，大姨夫好；如果他们要留我吃饭，我要先问妈妈可不可以；如果阿姨叫我多吃一点, 我不能吃太多，最好得客气客气
  • participating in cultural events (for example, watching a China–Australia soccer match, performing a Chinese song to the school community, or celebrating Anzac Day) and reflecting on own reactions

  VCZHC137 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VC2M4N03

  find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

  Elaborations

  • extending fraction families within collections of materials, for example, by seeing 34 as 3 in each 4, showing this within related fractions like 68 or seeing that 25 means 2 in each 5 so it can be shown within 410
  • creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour
  • folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that 48=24=12 ; or folding paper strips into fifths and tenths, and recording as both fractions and decimals
  • identifying and using the connection between fractions of metres and decimals; for example, finding 14 of a metre and connecting this to 0.25 metres or 25 centimetres, or finding 110 of a metre and connecting this with 0.10 metres or 10 centimetres
  • using array diagrams to show the relationship between fractions and division and multiplication of natural numbers, for example, 3 × 4 = 12, 12 ÷ 4 = 3, 14 of 12 is 3, 13 of 12 is 4

  VC2M4N03 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M4N09

  use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate...

  Elaborations

  • modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation
  • modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy
  • modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation
  • modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480
  • modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64

  VC2M4N09 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M4P01

  describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events

  Elaborations

  • using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur; and considering and discussing why the order of some events might be different for different students
  • predicting the outcome of a coin toss after 5 heads have been tossed in a row, discussing the assertion that because so many heads came up, it is more likely that a tail rather than a head will come up next; and discussing with reasons why this assertion is correct or incorrect
  • predicting how likely it is – from least likely to most likely – that they would select a red ball from a bag containing 10 red balls and 5 white balls, from a bag containing 20 of each, or from a bag that has 25 red balls and 20 white balls, justifying their decision
  • identifying school activities where the chance of them taking place is affected by the chance of other events occurring; for example, given that there is a high chance of a storm on Friday, there is only a small chance that the coastal dune planting project will go ahead
  • listing the outcomes of everyday chance situations and identifying where one cannot happen if the other happens; for example, discussing that it cannot be hot and cold at the same time, or selecting a card from a deck and discussing if it is red it cannot be a spade or a club
  • identifying different dependent events where the chance of one outcome occurring will be affected by the occurrence of other outcomes and different independent events where the chance of one outcome occurring will not be affected by the occurrence of other outcome(s)

  VC2M4P01 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

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

  By the end of Level 4, students use Korean to interact in classroom routines, action-related talk and play with teachers and peers. They exchange personal information relating to aspects such as age or interests, using simple questions and short statements as set phrases (for example, 몇 살이에요?...

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

• VCASFC021

  Adjusting and responding to language and behaviour for various purposes in the classroom and wider school community, for example by asking and responding to questions, and indicating understanding

  Elaborations

  • asking for repetition and clarification, for example:
    WHAT?
    What was that?
    PLEASE AGAIN SIGN
    Please sign that again.
    WHAT MEAN?
    What do you mean?
    
  • responding to instructions when completing work or preparing for class
  • adopting different roles for effective group or pair-work interactions, such as group leader, note taker or reporter
  • using appropriate protocols when gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing and using language such as EXCUSE or SORRY INTERRUPT or QUICK INTERRUPT when interrupting a conversation
  • responding appropriately to impromptu or more formal class and school announcements, such as assembly procedures
  • indicating understanding, for example:
    RIGHT-YEAH
    Aaah, right.
    
  • clarifying points of information, for example by asking:
    PRO2 MEAN…?
    Do you mean …?
    THAT RIGHT?
    Is that right?
    …RIGHT PRO1?
    … am I right?
    
  • using eye contact and clear signing with peers, teachers, visitors and community members
  • using an increasing range of interaction skills, such as initiating, maintaining and changing topics, remaining on task and taking turns in conversations
  • understanding how to walk between signers engaged in conversation without interrupting
  • developing appropriate conversational behaviours such as sharing ideas, acknowledging and extending others’ contributions and making use of discourse markers, fillers and NMFs, such as:
    SURPRISE
    oooh (with appropriate intonation)
    INCREDIBLE
    No way!
    WOW
    Wow!
    UM
    um
    
  • understanding and producing phrases to encourage and praise each other, for example, GOOD, EXCELLENT, CONGRATULATIONS

  VCASFC021 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising