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

  By the end of Level 4, students interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities, for example, عمري تسع سنوات؛ أنا مولود في أستراليا؛ أتيت إلى أستراليا وأنا صغير في الصباح أستيقظ باكراً...

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

• 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

• VCGGC075

  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

  Elaborations

  • creating tables or picture and column graphs to show patterns in data collected from observations or other sources about the similarities and differences between places
  • using maps of vegetation for Australia, Africa and South America to compare the most common types of vegetation in each continents
  • making a plan of the classroom or home, using pictorial symbols
  • annotating a map to show selected natural and human characteristics of Australia, Africa or South America using the appropriate cartographic conventions including map symbols and north point
  • constructing maps to show the features of places, using basic cartographic conventions including map symbols and north point

  VCGGC075 | The Humanities | Geography | Levels 3 and 4 | Geographical Concepts and Skills | Data and information

• 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

• VCCCTM018

  Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies

  Elaborations

  • drawing a picture to represent a descriptive text, such as a written description of a place, person or object, comparing pictures with others and discussing similarities and differences in interpretations
  • suggesting and using pictorial modelling as a strategy to assist in drawing a conclusion, for example suggesting using a bar graph to show ranking of preferences in response to a survey

  VCCCTM018 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCMSP178

  Select and trial methods for data collection, including survey questions and recording sheets

  Elaborations

  • comparing the effectiveness of different methods of collecting data
  • choosing the most effective way to collect data for a given investigation

  VCMSP178 | Mathematics | Level 4 | Statistics and Probability | Data representation and interpretation

• VCMSP180

  Evaluate the effectiveness of different displays in illustrating data features including variability

  Elaborations

  • interpreting data representations in the media and other forums in which symbols represent more than one data value
  • suggesting questions that can be answered by a given data display and using the display to answer questions

  VCMSP180 | Mathematics | Level 4 | Statistics and Probability | Data representation and interpretation

• VCELA295

  Understand how to use spelling patterns and generalisations including syllabification, letter combinations including double letters, and morphemic knowledge to build word families

  Elaborations

  • using phonological knowledge (for example long vowel patterns in multi-syllabic words) and consonant clusters (for example 'straight', 'throat', 'screen', 'squawk')
  • using visual knowledge (for example diphthongs in more complex words and other ambiguous vowel sounds, as in 'oy', 'oi', 'ou', 'ow', 'ould', 'u', 'ough', 'au', 'aw'), silent beginning consonant patterns (for example 'gn' and 'kn')
  • applying generalisations, such as doubling (for example 'running') and 'e'-drop (for example 'hoping')

  VCELA295 | Curriculum content | English | Level 4 | Writing | Language

• VCASFU031

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

  Elaborations

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

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

• VCARU135

  Recognise that languages change over time and influence one another

  Elaborations

  • identifying how Arabic has influenced other languages, for example, Indonesian (Kitab = كتاب, Kursi =كرسي) and Spanish (aceite = زيت), and the number system in English
  • understanding that Arabic, like all languages, is constantly expanding in response to intercultural experiences to include new words and expressions, for example,

    دردشة على الإنترنت

  • recognising that some Arabic words are derived from other languages, such as الفستق , which is borrowed from Greek to mean ‘pistachio’; or قز , which is borrowed from Persian to mean ‘raw silk’
  • understanding that some languages are continuously evolving while others are endangered or being revived, for example, indigenous languages throughout the world, including Aboriginal languages and Torres Strait Islander languages in Australia

  VCARU135 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCADRR028

  Identify intended purposes and meaning of drama, including the drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • discussing the planning, developing or refining of aspects of drama they are making and how their drama has been influenced by drama they have viewed or performed
  • comparing the expectations and requirements of performers and audience in different cultural settings and apply learning in their own performances
  • comparing drama in their community to drama of other people, times and locations, for example talking with local Koorie community members about how Koorie people told traditional stories through drama in earlier times and how the same stories are communicated now
  • using drama terminology, write about and discuss the meaning and intentions of their own drama, for example, responding to questions such as ‘what are the stories and the ideas in the drama they watch and listen to, which characters do they identify with, what relationships and situations do they recognise in the drama?’

  VCADRR028 | The Arts | Drama | Levels 3 and 4 | Respond and Interpret

• VCARC130

  Explore their own sense of identity, including elements such as family, background and experiences, and ways of using language in Arabic- and English-speaking contexts

  Elaborations

  • discussing the groups they belong to, including their families and Arabic cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity
  • creating texts in print, digital, online or multimodal formats that express personal views on identity, including as a member of different cultural and/or language groups, for example, their name, in English and/or Arabic, their life experiences overseas and in Australia, and reflecting on how these may be understood from an Australian and Arabic perspective
  • mapping personal profiles by creating a chart, timeline or web profile to highlight significant experiences or events, for example, marking an event when they identified as Lebanese, Egyptian, Iraqi or Arab, such as during religious ceremonies or special national events
  • noticing how they communicate in both Arabic- and English-speaking contexts, identifying differences in behaviour and discussing reasons for these, for example, how they would address their teacher compared to a family member such as an uncle

  VCARC130 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCARC128

  Produce bilingual texts and resources, including digital and online resources such as digital picture dictionaries, posters and signs, for their class and school community

  Elaborations

  • producing a parallel bilingual word list or digital picture dictionary by identifying known Arabic words or expressions and relating them to English equivalents, and vice versa, recognising that direct translation is not always possible
  • composing captions for images in Arabic and English to create simple bilingual storybooks in print or digital formats
  • creating texts in print, digital or online formats, such as descriptions in both Arabic and English on familiar topics, selecting from word lists vocabulary that best conveys the intended meaning in both languages
  • creating simple action songs and raps which include alternative repetitive phrases in Arabic and English, to perform for the school community

  VCARC128 | Languages | Arabic | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCCCTM020

  Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses

  Elaborations

  • identifying and applying techniques to improve brainstorming such as setting time limits or swapping notes part way through to then build on another’s ideas
  • undertaking trials to develop an hypothesis about the relationship between two variables, for example between the angle of a boomerang and distance, and reflecting on how hypotheses can be used to make predictions for different purposes

  VCCCTM020 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Meta-Cognition

• VCDEC130

  Describe their own experiences of learning and using German and explore their sense of identity, including elements such as family, cultural heritage and friends

  Elaborations

  • comparing own experiences of learning German with peers’, and imagining what aspects of English a German speaker might find challenging and why
  • participating in an online discussion about learning and using another language, reflecting on the experience of becoming bilingual (or, in the case of some learners, plurilingual), and considering what advantages this brings and whether it impacts on identity
  • comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday
  • communicating about identity and language use within the family context, such as positioning self within the family and identifying own and family members’ heritage, for example, Ich bin Australier/-in. Mein Opa kommt aus Griechenland.
  • identifying family traditions and possessions that stem from another culture, such as opening presents on Christmas Day or Heiligabend, learning folk dancing, or having a German grandparent’s name

  VCDEC130 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCDSCD031

  Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities

  Elaborations

  • evaluating designed solution against negotiated criteria for success with class or group members
  • evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
  • evaluating the functional and aesthetic qualities of a designed solution
  • reflecting on the sustainability implications of selected designed solutions
  • comparing the amount of waste that would be produced from different design options and the potential for recycling waste
  • reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

  VCDSCD031 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Evaluating

• 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

• VCELA293

  Incorporate new vocabulary from a range of sources, including vocabulary encountered in research, into own texts

  Elaborations

  • building etymological knowledge about word origins (for example 'thermometer') and building vocabulary from research about technical and subject specific topics

  VCELA293 | Curriculum content | English | Level 4 | Writing | Language

• VCELA290

  Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives

  Elaborations

  • knowing how authors construct texts that are cohesive and coherent by using pronouns that link to something previously mentioned, determiners (for example 'this', 'that', 'these', 'those', 'the'), text connectives that create links between sentences (for example 'however', 'therefore', 'nevertheless', 'in addition', 'by contrast', 'in summary')
  • identifying how participants are tracked through a text by, for example, using pronouns to refer back to noun groups/phrases
  • describing how text connectives link sections of a text providing sequences through time, for example ‘firstly’, ‘then’, ‘next’, and ‘finally’

  VCELA290 | Curriculum content | English | Level 4 | Writing | Language

• VCELA278

  Identify features of online texts that enhance readability including text, navigation, links, graphics and layout

  Elaborations

  • participating in online searches for information using navigation tools and discussing similarities and differences between print and digital information

  VCELA278 | Curriculum content | English | Level 4 | Reading and Viewing | Language