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• VCTRC022

  Convey information about their home, school and community using simple statements and support materials such as photos, maps or charts

  Elaborations

  • presenting information to other children in the school or to their families about shared in-class projects, for example, Okulumuzdaki sebze bahçemiz, sınıf içinde hazırladığımız zorbalığa hayır piyesi
  • creating texts such as flyers, posters or posts on the school website to advertise special events such as bayram kutlamaları, çokkültürlülük kutlamaları, okul kermesi, nineler ve dedeler günü, Avustralya Temizlik Günü, Okula Yürüme Günü
  • presenting information in the form of a class profile, chart or database about each other’s likes, dislikes or interests that they have collected using checklists, surveys or question cues
  • providing simple directions and clues in print, spoken or visual formats for activities such as a treasure hunt or mystery tour, for example, sağa dön, sola dön, ileri git, düz git
  • explaining a favourite computer game, sport or playground game, highlighting key terms and supporting information with pictures, gestures or demonstrations
  • creating a class book or digital display about their local environment, making connections with topics they have been studying in other curriculum areas, for example, Mahallemdeki bitkiler: çiçekler, ağaçlar and/or okul bahçesindeki bitkiler…
  • presenting information via picture stories or multimodal displays on aspects of their lives that would interest Turkish-speaking children of their own age in other contexts

  VCTRC022 | Languages | Turkish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCVIC131

  Create simple bilingual texts such as signs or notices, digital picture dictionaries and word banks for the classroom and the school community

  Elaborations

  • creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment
  • creating simple Vietnamese captions to accompany storybooks in English, such as Chú sâu đói bụng (The Very Hungry Caterpillar), and reading them to younger students
  • alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors
  • creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions

  VCVIC131 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCELC124

  Convey and present information about self, others, home and school life, using simple statements and support materials such as photos, maps, digital texts and displays or charts

  Elaborations

  • creating print or digital texts to describe people, objects or their favourite pets/animals, for example, Να ο Τάσος, Είναι δέκα χρονών, Του αρέσει να παίζει φούτμπολ, Είναι από την Ελλάδα, Μένει στην Αδελαΐδα, Το σπίτι μου, Να η κουζίνα, Να το μπάνιο, Να το αρνάκι, Είναι μικρό
  • creating a class profile from information collected from peers, for example, creating a chart or database to identify favourite sports, food or colours
  • presenting information on events or topics of possible interest to children of their own age in Greece or Cyprus, using multimodal resources and authentic materials as support, such as menus, artefacts, brochures, maps
  • selecting information gained from print, visual and oral texts to design a digital display model or class book, for example, a class timetable or a map of their school for their sister-school in Greece or Cyprus

  VCELC124 | Languages | Modern Greek | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCITC020

  Interact and socialise with the teacher and peers to exchange personal information and describe people, places, things and everyday routines relating to self, school and home

  Elaborations

  • exchanging personal information and responding to questions about self, family, leisure, neighbourhood, daily experiences and food, for example, Da dove vieni? Da Torino. Sono italiano, e tu?; Chi sei? Chi è …? Sono …, e tu?; Lui/lei è …, …è mio padre. Questo/a è …, e questo/a? È mio fratello. Dove abiti? Abito in via.../a …, e tu?
  • describing self and friends, for example, Sono biondo/alto/grasso; …è bruno; … è giovane, … ha gli occhi/il naso/la bocca + adjective, for example,Il nonno è simpatico, Ha gli occhi molto grandi
  • describing location, for example, the position of objects in the home (Il vaso è sopra il tavolo; l’albero è a sinistra; l’auto è dentro il garage)
  • describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...
  • describing time, including days of the week and months, as well as ieri, oggi, domani, ora, dopo; Che ore sono? Sono le … Quando? Venerdì, Alle dieci

  VCITC020 | Languages | Italian | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCLVC153

  Participate in guided tasks that involve following instructions, making things, cooperating with peers, planning for and conducting shared events, activities or school performances

  Elaborations

  • participating in excursions with respected community members to experience story places or keeping places, listening to associated stories
  • visiting community centres, art centres or language centres and recording the experiences, for example, by developing a digital presentation or photo-story
  • working with respected community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events
  • working together on collaborative tasks, such as designing posters, menus or invitations for special events, designing class bush tucker or a garden, creating picture books for buddy classes
  • interacting with respected community members/community speakers, following instructions, for example when making an artefact, creating an art work or preparing bush tucker, using hand signs as appropriate
  • participating in and sharing responses to local cultural events and celebrations
  • participating in national celebrations and significant events, for example, NAIDOC Week, Reconciliation Week, Harmony Day, labelling and captioning photos for a class display and sharing responses through class discussion
  • creating a skit, performance or action game to introduce a buddy class to aspects of the language and associated culture, for example, individual words, gestures or expressions associated with common exchanges such as introductions, items and artefacts
  • engaging in shared tasks which involve planning and collaborating, for example, preparing, rehearsing and conducting public presentations and performances, such as an item for a school assembly or a digital presentation about a significant event
  • giving directions, for example, to guide others to specific locations

  VCLVC153 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• VCLVC152

  Interact with peers, the teaching team and visiting respected community members about aspects of personal worlds, such as experiences at school, home, everyday routines, interests and activities

  Elaborations

  • describing self in relation to daily routines, family and friends, pastimes and aspects of school and home life
  • sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary
  • recounting specific events or experiences, using familiar and modelled language
  • asking and responding to questions to identify/describe features of people, plants, animals and items in the environment, for example, by referring to colour, size, number, location
  • talking about aspects of their personal worlds, such as interests and leisure activities
  • describing other people, such as family members, friends and teachers, for example, by identifying their kin relationship
  • showing interest in and respect for others, for example, by expressing praise or encouragement
  • expressing personal experiences and future plans, using modelled sentence patterns

  VCLVC152 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Communicating | Socialising

• 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

• VCHHK076

  Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day

  Elaborations

  • identifying and discussing the historical origins of an significant Australian celebration or commemoration
  • generating a list of local, state and national symbols and emblems, for example club emblems, school logos, flags, floral emblems, coat of arms, and discussing their origins and significance
  • examining the symbolism of flags such as the Australian, Aboriginal and Torres Strait Islander flags, and recognising special occasions when they are flown, for example, all three flags are flown during NAIDOC week, National Reconciliation Week, National Sorry Day and MABO day
  • recognising the significance of other days or weeks including the Anniversary of the National Apology to Australia’s Indigenous Peoples (2008)

  VCHHK076 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | Community, remembrance and celebrations

• Intercultural Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses is on developing the knowledge, skills and understandings to enable students to learn about culture relevant to their social world of family, home, school, friends and neighbourhood. This includes cultural practices such as choice of food, clothing or...

  Level description | Capabilities | Intercultural Capability

• VCZHC130

  Collaborate in and make decisions about group activities and learning experiences in familiar contexts

  Elaborations

  • participating in group activities and role-plays involving scenarios such as buying food or goods or ordering a meal, and making requests in an appropriate way, for example, 请来…;我想买…; 你有…吗？
  • negotiating details in a transaction, such as stating preferred size, quantity or price, and concluding the transaction with the exchange of currency
  • offering their opinions to help others in transactions, for example, 我喜欢红色的/我最喜欢那个
  • taking collective action to plan and present a cultural item, such as celebrating a festive occasion by performing a song or dance for members of school community
  • discussing cultural items to present for a school event, for example, performing a song, cooking Chinese food or making craft (剪纸, 做灯笼)
  • using digital media to produce a publicity flier for an upcoming cultural or sporting event such as 汉语比赛
  • responding to scaffolding questions about the scientific world in Chinese, for example, answering questions such as 你喜欢下雨吗？; 现在下大雨了， 我们怎么办？; 为什么有人害怕下雨呢？ when learning about rain

  VCZHC130 | Languages | Chinese | Background Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCELA292

  Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases

  Elaborations

  • creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, 'its extremely high mountain ranges')

  VCELA292 | Curriculum content | English | Level 4 | Writing | Language

• Science: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe situations where science understanding can influence their own and others’ actions. They explain the effects of Earth’s rotation on its axis. They distinguish between temperature and heat and use examples to illustrate how heat is produced and transferred...

  Level description | Science | Levels 3 and 4

• 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

• VCNRU029

  Identify, pronounce and write the alphabet letters, recognising sound–letter relationships in the language being studied

  Elaborations

  • identifying and pronouncing the sounds of the alphabet
  • practising letter clusters in common words or in names
  • beginning to recognise high-frequency words
  • applying appropriate punctuation marks such as full stop, comma, exclamation mark and question mark
  • using different strategies to remember new sounds, for example mnemonics

  VCNRU029 | Capabilities | Personal and Social Capability | Levels 3 and 4 | Understanding | Systems of language

• 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

• Personal and Social Capability: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain the consequences of emotional responses in a range of social situations. They recognise personal strengths and challenges and identify skills they would like to develop. They suggest strategies for coping with difficult situations. They persist with tasks...

  Level description | Capabilities | Personal and Social Capability | Levels 3 and 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

• VCASFC028

  Consider how individual and community relationships combine to create family and social networks, influence social behaviours and contribute to a sense of belonging and identity

  Elaborations

  • creating individual family trees and identifying deaf and hearing family members
  • interacting with Deaf elders to discuss visual ways of being, interacting and behaving associated with identity
  • designing visual representations such as concept maps, posters or captioned slide presentations to show individual and group connections within the Deaf community such as friendship, family or sporting groups, or state and national Deaf community associations, discussing how these contribute to a sense of identity
  • exploring the concept of ‘family’ as it relates to the Deaf community, considering how it extends beyond the traditional concept to include broader social networks
  • explaining how deaf families play a key role in language maintenance and shared sense of identity across generations
  • exploring how name signs are created and form part of an individual identity, for example by providing contemporary examples such as signs for their peers, teachers and Deaf elders
  • using a vlog journal entry to discuss how having peers who share the same language develops social bonds, personal confidence and a sense of shared identity
  • responding to presentations by Deaf visitors to the classroom who share their experiences of education, family life, social networks, community and sense of identity, for example by discussing similarities and differences to their own lives
  • sharing views on why certain places have special significance to the Deaf community, evoking a sense of belonging and pride and representing particular bonds between people, place and experience, for example, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying how deaf people share modifications to space to maximise visual attention, such as adjusting seating or removing visual obstacles

  VCASFC028 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Identity