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• Civics and Citizenship: Levels 3 and 4 achievement standards

  By the end of Level 4, students explain how decisions can be made democratically and the role of local government. They recognise the importance of rules and distinguish between rules and laws. They describe how people participate in their community as active citizens and factors that shape a...

  Level description | The Humanities | Civics and Citizenship | Levels 3 and 4

• VCHPEM098

  Perform movement sequences which link fundamental movement skills

  Elaborations

  • performing routines incorporating different jumping techniques and connecting movements
  • demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge
  • performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
  • participating in dance routines from different cultures, such as Tinikling from The Phillipines, Polynesian dance, Japanese parasol dance, and Aboriginal and Torres Strait Islander dance
  • using a surface dive and propelling the body underwater to recover an object

  VCHPEM098 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Moving the body

• Digital Technologies: Levels 3 and 4 achievement standards

  By the end of Level 4, students describe how a range of digital systems and their peripheral devices can be used for different purposes.

  Students explain how the same data sets can be represented in different ways. They collect and manipulate different data when creating information and digital...

  Level description | Technologies | Digital Technologies | Levels 3 and 4

• VCASFC026

  Translate high-frequency signs/words and expressions in simple texts such as repeated lines in a story or captions, noticing similarities, differences and instances of equivalence

  Elaborations

  • comparing key signs in Auslan used in versions of children’s stories, for example, ‘Jack and the Beanstalk’, to English words used in written texts, and noticing how signs can convey rich, multilayered meaning which might not have a direct match in English captioning
  • playing matching-pair games with Auslan sign flashcards and English word cards, matching cards in both languages associated with concepts such as weather or animals
  • discussing the types of words/signs that seem to have direct matches/equivalents and those that equate to chunks of English in a single sign, for example GO-TO meaning to travel to/to attend/to go to in English
  • identifying the iconicity of some signs, such as RAINBOW or DRINK, and how similar they are to the object/referent, and discussing how this transparency might help ‘translatability’ of concepts for non-signers
  • identifying a list of gestures used by deaf people that might be easily understood by hearing people, for example, head nodding and shaking, pointing to the wrist for time, shrugging shoulders for don’t know
  • creating a class signed translation of repeated lines in familiar children’s stories, such as I’ll huff and I’ll puff and I’ll blow your house down and filming segments of such stories to screen to younger children in story reading sessions

  VCASFC026 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

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

  Students recognise and apply elements of Hindi grammar, such as the use of tenses, गया था, जाऊँगा, जा रहा हूँ, खाया था, खा रहा हूँ, खाऊँगा, possessive adjectives, मेरी पुस्तक, तुम्हारा बस्ता, and pronouns for places and objects, यहाँ, वहाँ, यह, वह. They understand the use of constructions related...

  Level description | Languages | Hindi | F–10 Sequence

• VCFRU033

  Understand that different ways of using French reflect different regions and countries, different relationships and different ways of making meaning

  Elaborations

  • recognising that there are many different varieties of French spoken in different countries and regions, involving different accents, dialects and vocabulary, for example, un pain au chocolat/une chocolatine in the south of France
  • 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
  • understanding how changes in voice and body language can change the meaning of words, for example, Tu aimes les devoirs? (simple question) versus Tu aimes les devoirs? (expressing surprise, disbelief); C’est mon petit frère (statement) versus C’est mon petit frère! (pride)
  • finding examples of shortened noun forms in colloquial French (such as le resto, le frigo, le foot, le prof), comparing with the use of abbreviations in Australian English (such as ‘brekkie’, ‘ambo’ and ‘arvo’), and considering when or how they are used

  VCFRU033 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCDEU134

  Recognise some of the common variations in German as it is used in different contexts by different people

  Elaborations

  • noticing that the teacher uses different words for ‘you’ when addressing one or more students, for example, Setz dich, Peter! Setzt euch, Kinder!
  • comparing ways in which language changes according to purpose and text type, for example, differences in amount of language, tone and layout between a dialogue and a list of instructions
  • investigating the different names used to address the one person in various contexts (‘James Brown from 3M’, ‘Jimmy’, ‘mate’, ‘kid’), and considering when, by whom and why different names are used, reflecting on the effect a name choice can have on shaping the relationship between the speakers
  • exploring questions such as why we have greetings and what different greetings tell us, for example, time of day, relationship with the speaker, and background of the speaker

  VCDEU134 | Languages | German | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCJAU142

  Understand that language varies according to the age and relationship of those using it, and according to the situation in which it is being used

  Elaborations

  • observing that Japanese expressions can be made more or less formal with very slight changes, for example, おはよう and おはようございます、はし and おはし、なまえ and おなまえ、to suit the relationship between speakers
  • noticing differences in the ways in which both Japanese and English speakers communicate with different people, for example, with young children, with unfamiliar adults or with elderly people
  • 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
  • recognising that familial terms such as おじいさん and おばあさん are often used in place of ‘old man’ or ‘old woman’ in both folk tales and daily conversation, and considering why this might be so

  VCJAU142 | Languages | Japanese | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• English: Level 4 achievement standards - Reading and Viewing

  By the end of Level 4, students understand that texts have different structures depending on the purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences and can describe literal and implied meaning connecting ideas in different...

  Level description | English | Level 4 | Reading and Viewing

• English: Level 4 achievement standards - Writing

  Students use language features to create coherence and add detail to their texts. They make use of their increasing knowledge of phonics, and they understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used...

  Level description | English | Level 4 | Writing

• Ethical Capability: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understandings to evaluate particular acts, and to identify and critically respond to ethical problems. Students extend their vocabulary and begin to reflect on means and ends. Students develop an understanding that...

  Level description | Capabilities | Ethical Capability

• VCFRU032

  Notice differences between simple spoken, written and multimodal French texts used in familiar contexts, and compare with similar texts in English.

  Elaborations

  • noticing and applying features of familiar types of texts such as greetings, requests, weather reports or recipes through activities such as ‘genre-swapping’; that is, transferring features associated with one genre to a different one, for example, greetings that sound like announcements (Attention, Madame, comment-allez vous!) or weather reports that read like recipes (Un litre de pluie, six nuages…)
  • recognising how different textual elements combine to make meaning (for example, the images, font and script of a web page; the layout, title and illustrations in a picture book; the highlighting of names, dates and times on an invitation), and copying and creating templates to store as learning resources
  • analysing features of simple spoken and written texts in French, such as a verbal greeting or a written postcard (noting, for example, the sequencing of the message, terms of address and ways of signing off), and comparing with similar texts in English

  VCFRU032 | Languages | French | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCASFC149

  Present information associated with their home, school and community activities and routines, using signed descriptions and visual prompts

  Elaborations

  • recounting to the class a personal or community experience such as a holiday or weekend event
  • presenting routine class information, such as weather reports or daily schedules, using visual prompts and signed descriptions
  • sharing selected points of information from their home or local community, such as family traditions or cultural events, conveying key points of information from visual infographics or diagrams
  • providing information needed to complete an information-gap activity
  • demonstrating a simple procedure using gestures, objects and list buoys

  VCASFC149 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCRAC019

  Contribute to class activities such as solving a problem or planning an event

  Elaborations

  • participating in class routines such as taking the roll, saying the day and date, and describing the weather and the day’s schedule
  • working with others to take action, such as creating a model with captions, producing a poster or invitation for a special event, or designing a garden
  • preparing, rehearsing and conducting public presentations and performances, such as an item in the language for assembly, or a presentation about a significant event
  • interacting with the teacher and peers by asking and responding to questions and generating ‘small talk’
  • participating in group activities such as role-plays, asking and responding to questions and invitations, and negotiating with others to make decisions

  VCRAC019 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• Geography: Levels 3 and 4 description

  In Levels 3 and 4, the curriculum continues to develop students’ mental map of the world and their understanding of place through examining the major characteristics of Australia, Australia's neighbouring countries and Africa and South America. The concept of place is developed by examining...

  Level description | The Humanities | Geography

• Dance: Levels 3 and 4 description

  In Levels 3 and 4, students make and respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work.

  Students extend their awareness of how the whole body and different parts, zone and bases can be used to communicate ideas. They explore and...

  Level description | The Arts | Dance

• VCVIC130

  Translate and interpret words and expressions in simple Vietnamese and English texts, noticing similarities and differences or non-equivalence of words and expressions

  Elaborations

  • identifying words and expressions in Vietnamese and English that do not readily translate, for example, phở, bánh chưng, áo dài, ‘bushwalking’, ‘the outback’
  • examining texts, including digital and multimodal texts, to identify how the meaning of words changes according to context, for example, a common Vietnamese homonym such as đá, which may mean ‘to kick’, ‘stone’ or ‘ice’ (as in trà đá); or the personal pronouns ‘I’ and ‘you’ in English, which can be translated as ông, bà, cô, chú, anh, chị, em, con or cháu in Vietnamese
  • noticing the diverse ways in which meaning is conveyed in Vietnamese and English, and differentiating between word-by-word translation and intended meaning, for example, Chúc (ông bà) sống lâu trăm tuổi (‘I wish you long life’) and Chúc cháu bé ngoan ăn, chóng lớn (‘I hope the baby eats well and grows fast’)
  • translating signs or phrases in familiar contexts from Vietnamese into English, for example, street signs, addresses and food labels, noting that some signs or symbols are universal, for example, the ‘Stop’ and ‘Peace’ signs, and the wi-fi and Olympic symbols

  VCVIC130 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDSCD028

  Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions

  Elaborations

  • exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
  • critiquing and selecting appropriate joining techniques for materials to produce working models
  • exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
  • examining the structure and production of everyday products, services and environments to enhance their own design ideas
  • exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials

  VCDSCD028 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Investigating

• VC2M4N02

  investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9

  Elaborations

  • recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences

  VC2M4N02 | Mathematics | Mathematics Version 2.0 | Level 4 | Number