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• VCASFU031

  Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action

  Elaborations

  • recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as they change their form each time they are signed, such as DSs
  • noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL -_me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO -_often
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives
  • 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 and the direction of some indicating verbs
  • recognising who is the actor and undergoer of the verb in a clause
  • identifying with support examples of DSs and becoming familiar with the terms entity, handling and SASS DSs
  • comparing English adjectives with SASS DSs
  • knowing that signers can reconstruct/act out their own or another’s talk and/or actions and that this is called CA

  VCASFU031 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• 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

• Music: Levels 3 and 4 description

  In Levels 3 and 4, learning in Music involves students making and responding to music independently and collaboratively with their peers and teachers.

  Students extend their understanding of the elements of music and their ability to interact with other musicians as they develop their music knowledge...

  Level description | The Arts | Music

• 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

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

  Students participate orally in classroom routines and tasks. They respond to teacher-generated questions about texts. Students undertake word building and language exercises. They participate in shared reading and create texts using modelled language.

  Students become increasingly aware that Indonesian...

  Level description | Languages | Indonesian | F–10 Sequence

• Media Arts: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. They identify the characteristics of audiences who view media artworks and the...

  Level description | The Arts | Media Arts | Levels 3 and 4

• Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 description

  Students are increasingly aware of differences between Auslan and English. They are developing a wide range of vocabulary and can use simple clause structures to generate their own ideas in structured tasks. They use depicting signs to talk about simple movements and shapes, and with support can...

  Level description | Languages | Auslan | Second Language Learner | F–10 Sequence

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

  Students participate orally in classroom routines and tasks, and share ideas about how the language works. They respond to teacher-generated questions about texts, participate in games and give brief presentations about topics such as family, pets, or a favourite game or object. Students follow...

  Level description | Languages | Roman Alphabet Languages | F–10 Sequence

• 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

• English: Level 4 description

  In Levels 3 and 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

  Students engage with...

  Level description | English

• History: Levels 3 and 4 description

  Community and First contacts

  In Levels 3 and 4, students explore the history and diversity of their community and the celebrations and commemorations, symbols and emblems important to Australians and others. They are introduced to world history and movement of peoples. Beginning with the history...

  Level description | The Humanities | History

• 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

• 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

• VCDTDI022

  Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

  Elaborations

  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names, and recognising that all digital interactions are difficult to erase (digital footprints)
  • using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
  • organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation and sharing it online with students from another school
  • managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
  • discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
  • making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others

  VCDTDI022 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCHHK074

  The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies

  Elaborations

  • using local sites, museums and online collections to identify the cultural groups within the local community and their influence over time, for example, as reflected in architecture, commercial outlets and religious buildings

  VCHHK074 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

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

  By the end of Level 4, students interact in classroom routines and structured interactions with teachers and peers. They reproduce the sounds of au (mau) and g (gemuk) and the final sound k (tidak). Students follow instructions, make requests and respond with actions (Duduklah, Bukalah bukumu). They...

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

• VCCCC006

  Investigate why and how people participate within communities and cultural and social groups

  Elaborations

  • identifying groups in the local community and exploring their purpose
  • investigating ways they could participate in a school or community project, for example raising money for a local or regional aid project that they have studied, or helping reduce pollution
  • discussing the motivations of people who have contributed to communities, for example local community volunteers, leaders and elders

  VCCCC006 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Citizenship, Diversity and Identity

• VCCCL004

  Explain how and why people make rules

  Elaborations

  • identifying how some rules can protect the rights of others, for example rules in the classroom
  • identifying who has the authority to make rules, for example at school or in a sporting club
  • investigating and explaining cultural norms behind some rule making, such as removing shoes before entering places of cultural significance

  VCCCL004 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Laws and Citizens

• VCHHC069

  Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration

  Elaborations

  • investigating the establishment of a local community such as 'How did people settle?' 'Who were they?' 'Why did they come to the area?'
  • investigating the contribution that individuals and groups have made to the development of the local community
  • identifying the origins of place names in Australia, for example, those named by French explorers and Aboriginal place names

  VCHHC069 | The Humanities | History | Levels 3 and 4 | Historical Concepts and Skills | Continuity and change

• VCLVU170

  Understand that the use of stories and names in Aboriginal languages are culturally determined

  Elaborations

  • observing and discussing protocols surrounding the retelling and sharing of stories
  • recognising and using principles and protocols of cultural safety when engaging with cultural material/property, such as names of things, peoples and places, visual and aural recordings, art work
  • understanding how and when Welcomes and Acknowledgements are required and who is entitled to deliver them

  VCLVU170 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language awareness