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• VC2M4SP03

  create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways

  Elaborations

  • interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location
  • recognising that a spreadsheet uses a grid reference system, locating and entering data in cells, and using a spreadsheet to record data collected through observations or experiments
  • comparing and contrasting, describing and locating landmarks, people or things in a bird’s-eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture and then with the grid overlaid; and noticing how the grid helps to pinpoint things quickly and easily
  • using different-sized grids as a tool to enlarge an image or artwork

  VC2M4SP03 | Mathematics | Mathematics Version 2.0 | Level 4 | Space

• VCHPEP088

  Examine how success, challenge and failure strengthen personal identities

  Elaborations

  • examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school
  • suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
  • persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities
  • describing how meeting challenges makes them feel good about themselves and builds confidence to try new things

  VCHPEP088 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCLVU168

  Recognise that languages change over time

  Elaborations

  • identifying words that are the same as or similar to neighbouring languages
  • understanding ways in which languages influence one another, for example, language shifts, shared writing systems, loan words
  • discussing loan words that have been incorporated from other languages to describe new concepts, for example, words for new things, including technological innovations
  • understanding that language and culture together continually change as a result of contact with other languages and cultures

  VCLVU168 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Language variation and change

• VCCCTQ011

  Explore reactions to a given situation or problem and consider the effect of pre-established preferences

  Elaborations

  • examining health messages about particular foods and reflecting on whether their reaction to the message is influenced by whether they like the food or not
  • examining how a particular win/loss record might establish expectations for future outcomes
  • making predictions, for example about the buoyancy of objects in different liquids, then posing questions such as ‘how did our previous knowledge about the buoyancy of an object affect our predictions?’

  VCCCTQ011 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Questions and Possibilities

• 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

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• 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

• VCCCL005

  Distinguish between rules and laws and discuss why rules and laws are important

  Elaborations

  • distinguishing between ‘laws’ (for example speeding in school zones) and ‘rules’ (for example sun safety in the school)
  • explaining the purpose of laws and recognising that laws apply to everyone in society
  • discussing examples of laws and why they are important to students’ lives

  VCCCL005 | The Humanities | Civics and Citizenship | Levels 3 and 4 | Laws and Citizens

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCHPEP090

  Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe

  Elaborations

  • recognising physical responses that indicate they are feeling uncomfortable or unsafe
  • rehearsing assertive behaviours and strong non-verbal communication skills
  • identifying and practising appropriate responses to unsafe situations in relation to drugs and drug use
  • indicating on a local map the location of safe places and people who can help
  • examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe in their home, at schools or in the community

  VCHPEP090 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• 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

• VCKOC134

  Socialise and build relationships with peers and teacher through the exchange of personal information in relation to self, friends and family members

  Elaborations

  • asking and answering questions relating to personal information about themselves, each other, friends, family members, favourite things and special talents, for example, 누구예요? 몇 살이에요?
  • interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
  • exchanging simple correspondence such as notes, invitation or birthday cards in print or digital form

  VCKOC134 | Languages | Korean | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCZHC019

  Obtain and process information about significant people, places and events from spoken and visual sources, and convey this information using learnt phrases and key words

  Elaborations

  • identifying commonly used terms for daily activities such as 你几点睡觉？ to contribute in an online discussion with sister-school friends
  • describing people, places and things using actions and gestures, for example, to create a video clip to describe the school
  • planning and presenting short reports about holidays, special events and places using photos, illustrations, captions, diagrams
  • listening to short spoken texts containing some unfamiliar language, identifying key information, for example, name and phone number of speaker in a voicemail message, or the names, year level and age of Chinese children in a short interview

  VCZHC019 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VC2M4N05

  solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

  Elaborations

  • using physical or virtual materials to demonstrate the multiplicative relationship between the places
  • using materials such as place value charts, numeral expanders or sliders to recognise and explain why multiplying by 10 moves the digits one place to the left and dividing by 10 moves digits one place to the right
  • using a calculator or other digital tools to recognise and develop an understanding of the effect of multiplying or dividing numbers by tens, hundreds and thousands, recording sequences in a place value chart, in a table or spreadsheet, generalising the patterns noticed and applying them to solve multiplicative problems without a calculator

  VC2M4N05 | Mathematics | Mathematics Version 2.0 | Level 4 | Number

• VC2M4P02

  conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results

  Elaborations

  • playing games such as noughts-and-crosses or First to 20 and deciding if it makes a difference who goes first and whether you can use a particular strategy to increase your chances of winning
  • recording and ordering the outcomes of experiments using different physical or virtual random generators such as coins, dice and a variety of spinners
  • experimenting with tossing 2 coins at the same time, recording and commenting on the chance of outcomes after a number of tosses
  • shuffling a set of cards, drawing a card at random, and recording whether it was a spade, club, diamond or heart, or a picture card or numbered card; and repeating the experiment a number of times and discussing the results

  VC2M4P02 | Mathematics | Mathematics Version 2.0 | Level 4 | Probability

• VCAMUP027

  Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience

  Elaborations

  • rehearsing and performing music using a range of techniques including technologies to enhance mood
  • planning and rehearsing their music for a live or virtual performance, for example, deciding where the performers will stand, how they will begin and end, practising following cues from the music and other members of the group
  • refining their compositions and performances based on peer and teacher evaluations and with a focus on specific music technique and elements
  • developing and refining techniques on a range of conventional and unconventional melodic and non-melodic percussion instruments, voice, and digital instruments to create and vary tone colour and expression

  VCAMUP027 | The Arts | Music | Levels 3 and 4 | Present and Perform

• VCGGK081

  Main climates of the world and the similarities and differences between the climates of different places

  Elaborations

  • discussing how weather contributes to a climate type and identifying the difference between climate and weather
  • identifying and locating the broad climatic zones of the world: hot, temperate and polar
  • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical, arid, semi-arid, temperate and Mediterranean
  • investigating and comparing what it would be like to live in a place with a climate different to their own place

  VCGGK081 | The Humanities | Geography | Levels 3 and 4 | Geographical Knowledge | Diversity and significance of places and environments

• VCHHK080

  Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival

  Elaborations

  • discussing reasons for the First Fleet journey, including an examination of the wide range of crimes punishable by transportation, and looking at the groups who were transported
  • discussing the treatment of prisoners at that time, and past and present views on the colonisation of Australia; investigating the daily lives and social standing of those who travelled to Australia on the First Fleet, including families, children and convict guards

  VCHHK080 | The Humanities | History | Levels 3 and 4 | Historical Knowledge | First contacts