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• 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

• VCELY307

  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

  Elaborations

  • making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required
  • discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

  VCELY307 | Curriculum content | English | Level 4 | Speaking and Listening | Literacy

• 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

• Critical and Creative Thinking: Levels 3 and 4 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...

  Level description | Capabilities | Critical and Creative Thinking

• VCHPEM101

  Combine the elements of effort, space, time, objects and people when performing movement sequences

  Elaborations

  • demonstrating acceleration and deceleration of movement in physical activities
  • discussing and demonstrating different levels, movement pathways, and use of space and flow in movement sequences
  • using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences

  VCHPEM101 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Understanding movement

• VCRAC025

  Translate using textual cues such as pictures, layout and key words to predict meaning, and comment on the non-equivalence of words due to cultural differences

  Elaborations

  • translating texts such as public signs to understand their gist and noticing how meaning changes when translating into English, such as levels of politeness
  • identifying and explaining expressions which do not easily translate into English
  • comparing translations of creative works (such as a song or advertisement), noticing how words have more than just a literal meaning

  VCRAC025 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• Dance: Levels 3 and 4 achievement standards

  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...

  Level description | The Arts | Dance | Levels 3 and 4

• Drama: Levels 3 and 4 achievement standards

  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...

  Level description | The Arts | Drama | Levels 3 and 4

• 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

• Ethical Capability: Levels 3 and 4 achievement standards

  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....

  Level description | Capabilities | Ethical Capability | Levels 3 and 4

• 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

• Health and Physical Education: Levels 3 and 4 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...

  Level description | Health and Physical Education

• Intercultural Capability: Levels 3 and 4 achievement standards

  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...

  Level description | Capabilities | Intercultural Capability | Levels 3 and 4

• Intercultural Capability: Levels 3 and 4 description

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

  Level description | Capabilities | Intercultural Capability

• Music: Levels 3 and 4 achievement standards

  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...

  Level description | The Arts | Music | Levels 3 and 4

• Personal and Social Capability: Levels 3 and 4 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...

  Level description | Capabilities | Personal and Social Capability

• Visual Arts: Levels 3 and 4 achievement standards

  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...

  Level description | The Arts | Visual Arts | Levels 3 and 4

• VCADAE025

  Improvise and structure movement ideas for dance sequences using safe dance practice, the elements of dance and choreographic devices

  Elaborations

  • using the devices of contrast and repetition to explore and generate new movement ideas in response to stimuli, for example, using repetition to show emphasis
  • using questions to explore forms and elements of dances they view and make, for example, how shapes are combined and varied in the dance
  • exploring known movements to find alternative ways of performing them, for example, same action/different level, same action/different body part
  • completing structured improvisations using choreographic devices of unison, canon, contrast and repetition
  • working with symmetrical and asymmetrical group formations

  VCADAE025 | The Arts | Dance | Levels 3 and 4 | Explore and Express Ideas

• 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

• VCHPEP093

  Investigate how emotional responses vary in family situations and in friendship groups

  Elaborations

  • recognising own emotional responses and levels of their response in different situations, including home and at school
  • understanding that emotional responses vary across cultures and differ between people and different situations
  • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
  • describing strategies they can use to identify and manage their emotions before making a decision to act

  VCHPEP093 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing