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Civics and Citizenship

Civics and Citizenship Level Description

The Level 3 and 4 curriculum introduces students to democracy in the context of the familiar and personal as well as the purpose of local government and the services it provides to the community. It explores an understanding of democracy as rule by the people through learning about decision making within communities. Students consider the purpose of creating rules for groups and how rules and...

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Civics and Citizenship Content Descriptions

Government and Democracy

  1. Identify features of government and law and describe key democratic values (VCCCG001)
  2. Identify how and why decisions are made democratically in communities (VCCCG002)
  3. Explain the roles of local government and some familiar services provided at the local level (VCCCG003)

Laws and Citizens

  1. Explain how and why people make rules (VCCCL004)
  2. Distinguish between rules and laws and discuss why rules and laws are important (VCCCL005)

Citizenship, Diversity and Identity

  1. Investigate why and how people participate within communities and cultural and social groups (VCCCC006)
  2. Describe the different cultural, religious and/or social groups to which they and others in the community may belong (VCCCC007)

Civics and Citizenship Achievement Standard

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 person’s identity and sense of belonging.

Critical and Creative Thinking

Critical and Creative Thinking Level Description

In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think more effectively.

Critical and Creative Thinking Content Descriptions

Questions and Possibilities

  1. Construct and use open and closed questions for different purposes (VCCCTQ010)
  2. Explore reactions to a given situation or problem and consider the effect of pre-established preferences (VCCCTQ011)
  3. Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas (VCCCTQ012)

Reasoning

  1. Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013)
  2. Distinguish between main and peripheral ideas in own and others information and points of view (VCCCTR014)
  3. Investigate why and when the consequences of a point of view should be considered (VCCCTR015)
  4. Identify and use ‘If, then…’ and ‘what if…’ reasoning (VCCCTR016)
  5. Explore distinctions when organising and sorting information and ideas from a range of sources (VCCCTR017)

Meta-Cognition

  1. Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies (VCCCTM018)
  2. Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal (VCCCTM019)
  3. Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses (VCCCTM020)

Critical and Creative Thinking Achievement Standard

By the end of Level 4, students explain how to construct open and closed questions and use them for different purposes. Students select and apply techniques to generate a range of ideas that extend how problems are solved.

Students describe and structure arguments with clearly identified aims, premises and conclusions. They use and explain a range of strategies to develop their arguments. They identify the need to make distinctions and apply strategies to make these.

Students use concrete and pictorial models to facilitate thinking, including a range of visualisation strategies. They practice and apply an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation. Students select and apply a range of problem-solving strategies.

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Dance

Dance Level 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 experiment with the elements of dance (direction, time, dynamics and relationships) and extend their movement and technical skills.

Students experience dance from a range of cultures, times and locations, and explore how these dances use expressive skills to communicate ideas and tell stories. They also explore the social and cultural contexts of dances they make, perform and view.

Dance Content Descriptions

Explore and Express Ideas

  1. Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices (VCADAE025)

Dance Practices

  1. Use choreographic devices to organise dance sequences, and practise body actions and technical skills (VCADAD026)

Present and Perform

  1. Perform dances using technical and expressive skills to communicate ideas and intentions to an audience (VCADAP027)

Respond and Interpret

  1. Identify how the elements of dance and production elements are used to express ideas in dance they make, perform and view, including in dances from local Aboriginal and Torres Strait Islander peoples (VCADAR028)

Dance Achievement Standard

By the end of Level 4, students structure movements into dance sequences and use the elements of dance and choreographic devices to communicate their ideas and intentions. They make dances and perform safely with control, accuracy, projection and focus.

Students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance to communicate ideas and intentions.

Design and Technologies

Design and Technologies Level Description

In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do this through planning and awareness of the characteristics and properties of materials and the use...

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Design and Technologies Content Descriptions

Technologies and Society

  1. 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 (VCDSTS023)

Technologies Contexts

Engineering principles and systems
  1. Investigate how forces and the properties of materials affect the behaviour of a designed solution (VCDSTC024)
Food and fibre production
  1. Investigate food and fibre production used in modern or traditional societies (VCDSTC025)
Food specialisations
  1. Investigate food preparation techniques used in modern or traditional societies (VCDSTC026)
Materials and technologies specialisations
  1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (VCDSTC027)

Creating Designed Solutions

Investigating
  1. 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 (VCDSCD028)
Generating
  1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (VCDSCD029)
Producing
  1. Select and use materials, components, tools and equipment using safe work practices to produce designed solutions (VCDSCD030)
Evaluating
  1. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities (VCDSCD031)
Planning and managing
  1. Plan a sequence of production steps when making designed solutions (VCDSCD032)

Design and Technologies Achievement Standard

By the end of Level 4 students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when creating designed solutions.

Digital Technologies

Digital Technologies Level 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.

Students further develop their computational thinking skills using the concept of abstraction to...

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Digital Technologies Content Descriptions

Digital Systems

  1. Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (VCDTDS019)

Data and Information

  1. Recognise different types of data and explore how the same data can be represented in different ways (VCDTDI020)
  2. Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)
  3. Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols (VCDTDI022)

Creating Digital Solutions

  1. Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them (VCDTCD023)
  2. Develop simple solutions as visual programs (VCDTCD024)
  3. Explain how student-developed solutions and existing information systems meet common personal, school or community needs (VCDTCD025)

Digital Technologies Achievement Standard

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 solutions. They plan and safely use information systems when creating and communicating ideas and information, applying agreed protocols.

Students define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. They explain how their developed solutions and existing information systems meet their purposes.

Drama

Drama Level Description

In Levels 3 and 4, students learn by making and responding to drama, independently and collaboratively, with their peers and teachers.

Through activities that focus on sharing and communicating, students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation and process drama. Through dramatic play, role-play, character development, movement...

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Drama Content Descriptions

Explore and Express Ideas

  1. Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (VCADRE025)

Drama Practices

  1. Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (VCADRD026)

Present and Perform

  1. Shape and perform dramatic action using narrative structures and tension in devised and scripted drama (VCADRP027)

Respond and Interpret

  1. Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples (VCADRR028)

Drama Achievement Standard

By the end of Level 4, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They use performance skills to communicate ideas and create a sense of time and place in their drama.

Students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama to shape drama and communicate ideas to an audience.

English

English Level 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 a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal...

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English Content Descriptions

Reading and Viewing

Language
Text structure and organisation
  1. Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)
  2. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (VCELA278)
Expressing and developing ideas
  1. Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (VCELA279)
  2. Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (VCELA280)
  3. Investigate how quoted (direct) and reported (indirect) speech work in different types of text (VCELA281)
Literature
Literature and context
  1. Make connections between the ways different authors may represent similar storylines, ideas and relationships (VCELT282)
Responding to literature
  1. Describe the effects of ideas, text structures and language features of literary texts (VCELT283)
Examining literature
  1. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques (VCELT284)
  2. Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts (VCELT285)
Literacy
Texts in context
  1. Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (VCELY286)
Interpreting, analysing, evaluating
  1. Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)
  2. Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)
  3. Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other (VCELY289)

Writing

Language
Text structure and organisation
  1. Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (VCELA290)
  2. Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (VCELA291)
Expressing and developing ideas
  1. Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (VCELA292)
  2. Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts (VCELA293)
Phonics and word knowledge
  1. Understand how to use phonic generalisations to identify and write words with more complex letter combinations (VCELA294)
  2. Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families (VCELA295)
  3. Recognise homophones and know how to use context to identify correct spelling (VCELA296)
Literature
Creating literature
  1. Create literary texts by developing storylines, characters and settings (VCELT297)
  2. Create literary texts that explore students’ own experiences and imagining (VCELT298)
Literacy
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (VCELY299)
  2. Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (VCELY300)
  3. Handwrite using clearly-formed joined letters, and develop increased fluency and automaticity (VCELY301)
  4. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (VCELY302)

Speaking and Listening

Language
Language variation and change
  1. Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (VCELA303)
Language for interaction
  1. Understand that social interactions influence the way people engage with ideas and respond to others (VCELA304)
  2. Understand differences between the language of opinion and feeling and the language of factual reporting or recording (VCELA305)
Literature
Responding to literature
  1. Discuss literary experiences with others, sharing responses and expressing a point of view (VCELT306)
Literacy
Interacting with others
  1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and use interaction skills (VCELY307)
  2. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular audiences and purposes such as informative, persuasive and imaginative, including multimodal elements (VCELY308)

English Achievement Standard

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 texts. They express preferences for particular types of texts, and respond to others’ viewpoints.

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 to extend key ideas. Students create well-structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, rereading and editing their work to improve meaning.

Speaking and Listening

Students can collaborate, listen for key points in discussions and use the information to carry out tasks. They use language features to create coherence and add detail to their texts. 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 to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context.

Ethical Capability

Ethical Capability Level 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 particular acts and their outcomes can be valued differently by different people, and extend their understanding of factors that may effect decision-making and actions.

Ethical Capability Content Descriptions

Understanding Concepts

  1. Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations (VCECU004)
  2. Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why (VCECU005)
  3. Discuss the ways to identify ethical considerations in a range of problems (VCECU006)

Decision Making and Actions

  1. Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse (VCECD007)
  2. Discuss the role of personal values and dispositions in ethical decision-making and actions (VCECD008)

Ethical Capability Achievement Standard

By the end of Level 4, students use concrete examples from a range of contexts to explain the contested meaning of concepts and significance of acts. They explain how to identify ethical considerations in problems.

Students use examples to evaluate ethical actions in relation to their outcomes. They explain the role of personal values and dispositions in ethical decision-making and actions, recognising areas of contestability.

Geography

Geography Level 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 the similarities and differences between places within and outside Australia. Students use the geographic...

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Geography Content Descriptions

Geographical Concepts and Skills

Place, space and interconnection
  1. Identify and describe the characteristics of places in different locations at a range of scales (VCGGC071)
  2. Identify and describe locations and spatial distributions and patterns (VCGGC072)
  3. Identify and explain the interconnections within places and between places (VCGGC073)
Data and information
  1. Collect and record relevant geographical data and information from the field and other sources (VCGGC074)
  2. Represent data and the location of places and their characteristics by constructing tables and simple graphs and maps of appropriate scale that conform to cartographic conventions of border, scale, legend, title and north point (VCGGC075)
  3. Interpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance (VCGGC076)

Geographical Knowledge

Diversity and significance of places and environments
  1. Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents (VCGGK077)
  2. Location of Australia’s neighbouring countries and the diverse characteristics of their places (VCGGK078)
  3. Representation of Australia as states and territories, and Australia’s major natural and human characteristics (VCGGK079)
  4. The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability (VCGGK080)
  5. Main climates of the world and the similarities and differences between the climates of different places (VCGGK081)
  6. Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082)
  7. Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (VCGGK083)
  8. Similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (VCGGK084)

Geography Achievement Standard

By the end of Level 4, students identify and describe spatial characteristics, and the characteristics of places and environments at a range of scales. They identify and explain interconnections and identify and describe locations, including Australia’s neighbouring countries and Africa and South America.

They identify responses to a geographical challenge and the expected effects.

They collect and record relevant geographical data and information and represent data and information in tables, simple graphs and maps of appropriate scale that conform to cartographic conventions. They interpret data and information, and use geographical terminology, to identify and to develop descriptions, explanations and conclusions.

Health and Physical Education

Health and Physical Education Level Description

The Levels 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of...

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Health and Physical Education Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Examine how success, challenge and failure strengthen personal identities (VCHPEP088)
  2. Explore strategies to manage physical, social and emotional change (VCHPEP089)
  3. Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (VCHPEP090)
  4. Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)
Communicating and interacting for health and wellbeing
  1. Describe factors that can positively influence relationships and personal wellbeing (VCHPEP092)
  2. Investigate how emotional responses vary in family situations and in friendship groups (VCHPEP093)
  3. Discuss and interpret health information and messages in the media (VCHPEP094)
Contributing to healthy and active communities
  1. Describe strategies to make the classroom and playground healthy, safe and active spaces (VCHPEP095)
  2. Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (VCHPEP096)

Movement and Physical Activity

Moving the body
  1. Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)
  2. Perform movement sequences which link fundamental movement skills (VCHPEM098)
  3. Practise and apply movement concepts and strategies (VCHPEM099)
Understanding movement
  1. Examine the benefits of physical activity and physical fitness to health and wellbeing (VCHPEM100)
  2. Combine the elements of effort, space, time, objects and people when performing movement sequences (VCHPEM101)
Learning through movement
  1. Adopt inclusive practices when participating in physical activities (VCHPEM102)
  2. Apply innovative and creative thinking in solving movement challenges (VCHPEM103)
  3. Apply basic rules and scoring systems, and demonstrate fair play when participating (VCHPEM104)

Health and Physical Education Achievement Standard

By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and how these can promote health and wellbeing.

Students apply strategies for working cooperatively and apply rules fairly. They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

History

History Level 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 of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation...

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History Content Descriptions

Historical Concepts and Skills

Chronology
  1. Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement (VCHHC066)
Historical sources as evidence
  1. Identify the origin and content features of primary sources when describing the significance of people, places and events (VCHHC067)
  2. Describe perspectives of people from the past (VCHHC068)
Continuity and change
  1. 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 (VCHHC069)
Cause and effect
  1. Identify and explain the causes and effects of European settlement and exploration (VCHHC070)
Historical significance
  1. Describe the significance of Australian celebrations, symbols and emblems (VCHHC071)

Historical Knowledge

Community, remembrance and celebrations
  1. The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area (VCHHK072)
  2. A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
  3. The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies (VCHHK074)
  4. One significant narrative, myths or celebration from the past (VCHHK075)
  5. 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 (VCHHK076)
  6. Significance of celebrations and commemorations in other places around the world (VCHHK077)
First contacts
  1. The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives (VCHHK078)
  2. The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies (VCHHK079)
  3. Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival (VCHHK080)
  4. The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions (VCHHK081)

History Achievement Standard

By the end of Level 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences and perspectives of an individual or group over time. They recognise the significance of events in bringing about change.

Students sequence events and people (their lifetime) in chronological order to identify key dates, causes and effects. They identify sources (written, physical, visual, oral), and locate information about their origin and content features. They describe perspectives of people from the past and recognise different points of view. Students create a narrative or description which explains continuity and change and cause and effect using historical terms.

Intercultural Capability

Intercultural Capability Level 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 housing, cultural celebrations and language.

The curriculum provides the opportunity for students to compare different cultures. They use their experiences of family, school and wider community to reflect on cultural diversity within Australia.

Intercultural Capability Content Descriptions

Cultural Practices

  1. Compare their own and others cultural practices, showing how these may influence the ways people relate to each other (VCICCB005)
  2. Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures (VCICCB006)

Cultural Diversity

  1. Explain the role of cultural traditions in the development of personal, group and national identities (VCICCD007)
  2. Identify how understandings between culturally diverse groups can be encouraged and achieved (VCICCD008)

Intercultural Capability Achievement Standard

By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on people’s relationships. They explain what they have learnt about themselves and others from intercultural experiences.

Students explain the role of cultural traditions in the development of various identities. They develop critical perspective on and respect for their own and others cultures.

Mathematics

Mathematics Level Description

In Level 4, students extend the number system to simple decimal fractions, and broaden their use of measures and scales.

Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns based on multiples of 3, 4, 6, 7, 8 and 9. Students develop facility with multiplication facts...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Investigate and use the properties of odd and even numbers (VCMNA151)
  2. Recognise, represent and order numbers to at least tens of thousands (VCMNA152)
  3. Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (VCMNA153)
  4. Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (VCMNA154)
  5. Recall multiplication facts up to 10 × 10 and related division facts (VCMNA155)
  6. Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (VCMNA156)
Fractions and decimals
  1. Investigate equivalent fractions used in contexts (VCMNA157)
  2. Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (VCMNA158)
  3. Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (VCMNA159)
Money and financial mathematics
  1. Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (VCMNA160)
Patterns and algebra
  1. Explore and describe number patterns resulting from performing multiplication (VCMNA161)
  2. Solve word problems by using number sentences involving multiplication or division where there is no remainder (VCMNA162)
  3. Use equivalent number sentences involving addition and subtraction to find unknown quantities (VCMNA163)
  4. Define a simple class of problems and solve them using an effective algorithm that involves a short sequence of steps and decisions (VCMNA164)

Measurement and Geometry

Using units of measurement
  1. Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (VCMMG165)
  2. Compare objects using familiar metric units of area and volume (VCMMG166)
  3. Convert between units of time (VCMMG167)
  4. Use am and pm notation and solve simple time problems (VCMMG168)
Shape
  1. Compare the areas of regular and irregular shapes by informal means (VCMMG169)
  2. Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (VCMMG170)
  3. Explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects (VCMMG171)
Location and transformation
  1. Use simple scales, legends and directions to interpret information contained in basic maps (VCMMG172)
  2. Create symmetrical patterns, pictures and shapes with and without digital technologies (VCMMG173)
Geometric reasoning
  1. Compare angles and classify them as equal to, greater than or less than a right angle (VCMMG174)

Statistics and Probability

Chance
  1. Describe possible everyday events and order their chances of occurring (VCMSP175)
  2. Identify everyday events where one cannot happen if the other happens (VCMSP176)
  3. Identify events where the chance of one will not be affected by the occurrence of the other (VCMSP177)
Data representation and interpretation
  1. Select and trial methods for data collection, including survey questions and recording sheets (VCMSP178)
  2. Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (VCMSP179)
  3. Evaluate the effectiveness of different displays in illustrating data features including variability (VCMSP180)

Mathematics Achievement Standard

Number and Algebra

Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students solve simple purchasing problems with and without the use of digital technology. They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students identify unknown quantities in number sentences. They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.

Measurement and Geometry

Students compare areas of regular and irregular shapes, using informal units. They solve problems involving time duration. Students use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects. They convert between units of time. Students create symmetrical simple and composite shapes and patterns, with and without the use of digital technology. They classify angles in relation to a right angle. Students interpret information contained in maps.

Statistics and Probability

Students describe different methods for data collection and representation, and evaluate their effectiveness. They construct data displays from given or collected data, with and without the use of digital technology. Students list the probabilities of everyday events. They identify dependent and independent events.

Media Arts

Media Arts Level Description

In Levels 3 and 4, students extend their understanding of key concepts of media arts such as the use of media technologies, story principles of structure, intent, character and settings, and use the media arts elements of composition and sound. They consider themselves as audiences and explore the characteristics of audience types.

As they make and respond to media artworks, students explore...

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Media Arts Content Descriptions

Explore and Represent Ideas

  1. Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text (VCAMAE025)

Media Arts Practices

  1. Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories (VCAMAM026)

Present and Perform

  1. Plan, create and present media artworks for specific purposes with awareness of responsible media practice (VCAMAP027)

Respond and Interpret

  1. Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples (VCAMAR028)

Media Arts Achievement Standard

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 social, historical and cultural contexts in which media artworks are viewed.

Students use intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience.

Music

Music Level 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 and skills. They listen for and perform independent rhythms over an underlying beat and recognise...

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Music Content Descriptions

Explore and Express Ideas

  1. Use imagination and creativity to explore pitch, rhythm/time and form, dynamics and tempo using voice, movement and instruments (VCAMUE025)

Music Practices

  1. Use voice and instruments to sing, play and arrange music from different cultures, times and locations, and improvise and compose music in different forms (VCAMUM026)

Present and Perform

  1. Rehearse and perform songs and instrumental music they have learnt and composed, shaping elements of music to communicate ideas to an audience (VCAMUP027)

Respond and Interpret

  1. Identify features of the music they listen to, compose and perform, and discuss the purposes it was created for, including the music of Aboriginal and Torres Strait Islander peoples, using music terminology (VCAMUR028)

Music Achievement Standard

By the end of Level 4, students improvise, arrange, compose, and accurately and expressively perform songs and instrumental music to communicate intentions and ideas to audiences. They document their compositions.

Students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music to communicate ideas and intentions in performance and composition.

Personal and Social Capability

Personal and Social Capability Level Description

In Levels 3 and 4, the curriculum focuses on developing students’ understandings of positive relationships and connections. Students extend their emotional literacy via an enhanced vocabulary of understanding and describing emotions. They learn about the importance of valuing difference in individuals and groups and how appreciating diversity contributes to positive relationships. The curriculum provides opportunities for students to learn to work both independently and in teams. Students discuss the causes of conflicts commonly experienced and discuss options to reduce the possibility of or to resolve conflict.

Personal and Social Capability Content Descriptions

Self-Awareness and Management

Recognition and expression of emotions
  1. Identify and explore the expression of emotions in social situations and the impact on self and others (VCPSCSE016)
Development of resilience
  1. Identify personal strengths and select personal qualities that could be further developed (VCPSCSE017)
  2. Identify how persistence and adaptability can be used when faced with challenging situations and change (VCPSCSE018)
  3. Name and describe the skills required to work independently (VCPSCSE019)

Social Awareness and Management

Relationships and diversity
  1. Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion (VCPSCSO020)
  2. Describe the ways in which similarities and differences can affect relationships (VCPSCSO021)
  3. Identify the importance of including others in activities, groups and games (VCPSCSO022)
Collaboration
  1. Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate (VCPSCSO023)
  2. Identify conflicts that may occur in peer groups and suggest possible causes and resolutions (VCPSCSO024)

Personal and Social Capability Achievement Standard

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 when faced with challenges and adapt their approach when first attempts are not successful.

Students discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups. They describe factors that contribute to positive relationships with peers, other people at school and in the community. They explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities. They identify a range of conflict resolution strategies to negotiate positive outcomes to problems.

Science

Science Level Description

In Levels 3 and 4, the curriculum focus is on recognising questions that can be investigated scientifically and undertaking investigations. Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, and investigating the life cycles of living things, they develop an understanding of the...

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Science Content Descriptions

Science Understanding

Science as a human endeavour
  1. Science knowledge helps people to understand the effects of their actions (VCSSU056)
Biological sciences
  1. Living things can be grouped on the basis of observable features and can be distinguished from non-living things (VCSSU057)
  2. Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)
Chemical sciences
  1. A change of state between solid and liquid can be caused by adding or removing heat (VCSSU059)
  2. Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060)
Earth and space sciences
  1. Earth’s rotation on its axis causes regular changes, including night and day (VCSSU061)
  2. Earth’s surface changes over time as a result of natural processes and human activity (VCSSU062)
Physical sciences
  1. Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object (VCSSU063)
  2. Forces can be exerted by one object on another through direct contact or from a distance (VCSSU064)

Science Inquiry Skills

Questioning and predicting
  1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (VCSIS065)
Planning and conducting
  1. Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests (VCSIS066)
  2. Safely use appropriate materials, tools, equipment and technologies (VCSIS067)
Recording and processing
  1. Use formal measurements in the collection and recording of observations (VCSIS068)
  2. Use a range of methods including tables and column graphs to represent data and to identify patterns and trends (VCSIS069)
Analysing and evaluating
  1. Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
  2. Reflect on an investigation, including whether a test was fair or not (VCSIS071)
Communicating
  1. Represent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language (VCSIS072)

Science Achievement Standard

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. They explain how heat is involved in changes of state between solid and liquid. They link the physical properties of materials to their use. They discuss how natural and human processes cause changes to Earth’s surface. They use contact and non-contact forces to describe interactions between objects. They group living things based on observable features and distinguish them from non-living things. They describe relationships that assist the survival of living things. They compare the key stages in the life cycle of a plant and an animal and relate life cycles to growth and survival.

Students describe how they use science investigations to identify patterns and relationships and to respond to questions. They follow instructions to identify questions that they can investigate about familiar contexts and make predictions based on prior knowledge. They discuss ways to conduct investigations and suggest why a test was fair or not. They safely use equipment to make and record formal measurements and observations. They use provided tables and column graphs to organise and identify patterns and trends in data. Students suggest explanations for observations and compare their findings with their predictions. They use formal and informal scientific language to communicate their observations, methods and findings.

Visual Arts

Visual Arts Level Description

In Levels 3 and 4, students explore how and why artists, craftspeople and designers realise their ideas through different art forms. They enhance their perceptual skills by observing the world around them and expressing these observations through different practical applications of art making. Through observational, imaginative and sensory investigations, students become more knowledgeable and...

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Visual Arts Content Descriptions

Explore and Express Ideas

  1. Explore ideas and artworks from different cultures and times as inspiration to create visual artworks (VCAVAE025)

Visual Arts Practices

  1. Explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)

Present and Perform

  1. Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)

Respond and Interpret

  1. Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples (VCAVAR028)

Visual Arts Achievement Standard

By the end of Level 4, students plan and make artworks that are inspired by artworks they experience. They use materials, visual conventions, techniques and processes to express their ideas in artworks.

Students discuss how artists express ideas and use materials, techniques and visual conventions in artworks from a range of places, times and cultures.

They discuss and evaluate the art making processes, materials and techniques they use to express their ideas.

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