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• Mathematics Version 2.0: Level 4 achievement standards

  By the end of Level 4, students use their understanding of place value to represent tenths and hundredths in decimal form and to multiply natural numbers by multiples of 10. Students use mathematical modelling to solve financial and other practical problems, formulating the problem using...

  Level description | Mathematics | Mathematics Version 2.0 | Level 4

• 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

• VC2M4M04

  estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle

  Elaborations

  • classifying the interior angles of a range of shapes, using examples of angles to identify acute, obtuse, right and reflex angles
  • identifying angles within the environment and estimating whether they are acute, obtuse, right or reflex
  • creating a right-angle template using cardboard or a double-folded piece of paper and using it to compare angles in the environment, commenting on whether they are smaller than or greater than a right angle
  • using different measuring tools such as a spirit level or set squares to determine whether lines or objects are straight, square or perpendicular (at right angles)

  VC2M4M04 | Mathematics | Mathematics Version 2.0 | Level 4 | Measurement

• Victorian Aboriginal Languages: Levels 3 to 6 achievement standards

  By the end of Level 6, students use familiar language and modelled sentence patterns to share information about aspects of their personal worlds, such as their family and friends, interests, everyday routines and activities. They interact appropriately with respected community members and community...

  Level description | Languages | Victorian Aboriginal Languages | Levels 3 to 6

• VCCCG003

  Explain the roles of local government and some familiar services provided at the local level

  Elaborations

  • investigating what local government does, including the services it provides such as libraries, health, environment and waste, parks, pools and sport, arts, and pet management
  • describing how local government services may affect the lives of students
  • using online sources to identify local government services

  VCCCG003 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Government and Democracy

• VCRAC022

  Present information about school and neighbourhood using tables, lists and descriptions

  Elaborations

  • gathering information from home, school and the local environment to present to others
  • reporting information obtained from public texts such as brochures, signs, lists and descriptions
  • presenting information about aspects of culture such as lifestyle, diet or use of transport, using statistics and visual supports

  VCRAC022 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

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

  By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً...

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

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

  By the end of Level 4, students interact with the teacher and peers to share information about their interests, activities and personal worlds, for example, नमस्ते, मुझे अपने दोस्तों के साथ खेलना अच्छा लगता है, मुझे क्रिकेट खेलना अच्छा लगता है क्योंकि …, गृह कार्य करने के बाद मैं टीवी देखत...

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

• VCDSTC027

  Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

  Elaborations

  • conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
  • investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
  • investigating the suitability of technologies (materials, systems, components, tools and equipment) when creating a designed solution, for example, a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
  • comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
  • investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
  • analysing designed solutions from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment

  VCDSTC027 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Materials and technologies specialisations

• VCDSTS023

  Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs

  Elaborations

  • exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
  • examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
  • investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
  • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
  • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
  • critiquing designed solutions to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers

  VCDSTS023 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies and Society

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCDSCD029

  Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques

  Elaborations

  • exploring ways of joining, connecting and assembling components that ensure success
  • generating a range of design ideas for intended products, services, environments
  • identifying the properties of materials needed for the designed solution
  • visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
  • planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

  VCDSCD029 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Generating

• VCELY288

  Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts

  Elaborations

  • making connections between the text and students’ own experience and other texts
  • making connections between information in print and images
  • building and using prior knowledge and vocabulary
  • finding specific literal information
  • asking and answering questions
  • creating mental images
  • finding the main idea of a text
  • inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
  • bringing subject and technical vocabulary and concept knowledge to new reading tasks, selecting and using texts for their pertinence to the task and the accuracy of their information

  VCELY288 | Curriculum content | English | Level 4 | Reading and Viewing | Literacy

• VCHHK073

  A significant example of change and a significant example of continuity over time in the local community, region or state/territory

  Elaborations

  • investigating changes and continuity in relation to transport, work, education, natural and built environments, entertainment and daily life
  • investigating a development in the local community from the time of European settlement to the present day, for example, through photographs, newspapers, oral histories, diaries and letters
  • comparing key similarities and differences in photographs from both the past and present of a specific location to identify change or continuity

  VCHHK073 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• VCHPEP091

  Identify and practise strategies to promote health, safety and wellbeing

  Elaborations

  • identifying how medications and other substances can be stored safely in the home and at school
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
  • explore and practise strategies that could be used to make the home and school environment safer
  • identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

  VCHPEP091 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP092

  Describe factors that can positively influence relationships and personal wellbeing

  Elaborations

  • describing behaviours that show empathy and respect for the rights of others at home, at school and in the community
  • creating an online connection with another school and identifying similarities and differences between students
  • predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them
  • recognising that bullying behaviour can take many forms, in many environments, including physical, social and emotional actions and behaviours

  VCHPEP092 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCIDC022

  Present information about school and neighbourhood using tables, lists and descriptions

  Elaborations

  • gathering information from home, school and local environment to present to others, for example, a display or presentation on rumah saya, di sekolah kami…
  • reporting information obtained from public texts such as brochures, signs and lists
  • presenting information about aspects of culture such as lifestyle, diet or use of transport (for example, Naik apa ke sekolah? Saya naik…), using statistics and visual supports

  VCIDC022 | Languages | Indonesian | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCSSU056

  Science knowledge helps people to understand the effects of their actions

  Elaborations

  • considering how the use of materials including solids and liquids can affect the environment in different ways, for example, fertilisers and food and drink containers
  • exploring how science has contributed to understanding and resolving issues related to the effects of human activities, for example, clearing of bushland to build housing and roads and management of waste
  • investigating how people can use science to select appropriate materials for their work, for example, builders, clothing designers, engineers, gardeners and chefs

  VCSSU056 | Science | Levels 3 and 4 | Science Understanding | Science as a human endeavour

• VCASFC029

  Describe some ways in which Auslan and associated communicative behaviours are similar to or different from wider community spoken languages and forms of cultural expression

  Elaborations

  • reflecting on their observations of similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, when greeting/leave-taking, introducing people or using body language, facial expression and eye contact
  • considering the impact of the increased use of Auslan among their hearing peers when members of their school community are learning Auslan, and reflecting on their experience of interacting with these learners
  • comparing their own and each other’s reflections on the experience of learning and communicating in English as a second language
  • reflecting on similarities and differences in communication that relate to culture, such as the extent of incidental learning available to hearing children compared to deaf children through interaction with their external environment, for example by overhearing conversations or news on the radio
  • reflecting on the need for sustained eye contact when using Auslan in order to understand a message and before teacher instructions can proceed, and considering how this differs for hearing students in a spoken language environment
  • describing how it feels to use Auslan to communicate outside their inner circle or school, or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing a conversation between deaf people and one between hearing people?

  VCASFC029 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCLVU171

  Explore connections between identity and cultural values and beliefs and the expression of these connections in Aboriginal languages

  Elaborations

  • understanding the role of Aboriginal languages and cultures in caring for Country/Place and the environment
  • investigating how Aboriginal peoples express their relationship with the natural environment through language, for example, words/expressions associated with seasons, stars, winds, reefs, rivers, waterholes, plants and animals
  • gaining understanding through discussions with respected community members of the importance and significance of Welcome to Country/Place
  • understanding that Aboriginal languages are keeping places for cultural, environmental and social knowledge
  • recognising that song and song language play a central role as keeping places of knowledge
  • understanding that Aboriginal languages have a rich oral literature, which recounts epic journeys and events associated with totemic ancestors/cultural heroes, and that these stories map the land and embody values and mores of Aboriginal cultures
  • understanding and discussing the importance of story and the role of story-telling in transmitting language and culture
  • recognising ways in which cultural values are expressed in language, for example, through forms of address, speech prohibitions and styles, language of respect, land–language associations and non-verbal communicative behaviours
  • observing that concepts may be culture-specific, for example, expressing spatial awareness, how relationships are structured, how time and quantity are expressed, how land, water, sea and sky are viewed
  • recognising that Aboriginal languages have various social, spiritual and cultural functions within communities

  VCLVU171 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language and culture