We are created in God’s image and called to belong to a loving community as modelled in the Trinity
In Year three students explore and reflect on the mystery of God as a community of loving persons in the Trinity. They investigate how Jesus teaches us to be truly human at the same time revealing God’s love. In Year three students identify people who are signs of God’s love...
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We are created in God’s image and called to belong to a loving community as modelled in the Trinity
In Year three students explore and reflect on the mystery of God as a community of loving persons in the Trinity. They investigate how Jesus teaches us to be truly human at the same time revealing God’s love. In Year three students identify people who are signs of God’s love in the world. Through scripture study students can locate texts by chapter and verse demonstrating their ability to retell a Gospel story and respond to its message in a creative way. Students learn about the Seasons of the Liturgical year and identify the key symbols and signs of the sacraments of Initiation and Reconciliation. Students learn about creating sacred spaces and the value of stillness and prayer in their lives. Students study what it is to be a follower of Jesus. Students research key figures in the Bible to have a better understanding of the relationship between God and his people.
Students in Year Four investigate how God is mystery. How this mystery is revealed in Jesus, in Scripture and the Church. Students examine servant Leadership in the Church and the role of Peter as the first Pope. Students investigate the development of the Bible, looking at the different genres of the Old and New Testaments. They research the geography of the Holy lands and identify why this land is Holy to multiple faiths. Students in Year Four understand the groupings of the Sacraments into Initiation, Healing and Service. They express how the Mass recalls Jesus passion and resurrection. By the end of Year Four students are confidently involved in Christian meditation and class prayer. They find out how God draws us into deeper relationships through liturgy and prayer. They investigate how the Holy Spirit works in the Church through lay organisations such as Catholic Earthcare, Catholic Mission, the Society of St Vincent de Paul, Caritas planning projects to respond to the needs of others.
The Content of this year level is organised into Three Strands: religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
The Content of this band level is organised into Three Strands: religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.
Key inquiry questions
A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.
The key inquiry questions for Year 3 are articulated below.
The key inquiry questions for Year 4 are articulated below.
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We are created in God’s image and called to belong to a loving community as modeled in the Trinity (TCREK017)
Jesus is God-with-us, (Emmanuel). He shares his Spirit with us (TCREK018)
The Church is a community that celebrates and makes present Jesus and his work (TCREK019)
Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus (TCREK020)
The Sacraments are celebrations of the presence of God in the lives of Christians.Through the Sacraments, Christians are born into and nourished in the life of Christ (TCREK021)
The Liturgy of the Church expresses our loving relationship with God and helps Christians to live like Jesus (TCREK022)
Christians make choices that are informed by the loving example of Jesus (TCREK023)
Christianity is essentially linked to Judaism through history and Tradition (TCREK024)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI007)
Be familiar with the most significant stories of the Old Testament (Hebrew Scriptures) and the New Testament (TCREI008)
Represent and communicate religious or spiritual ideas and information in a variety of ways, such as diagrams, models and simple reports (TCREI009)
With guidance identify questions about religious ideas, events or rituals and record their theories, thoughts and feelings (TCRED008)
Weigh up values and ideas to make connection. Share thoughts and suggestions with others. Contribute to group dialogue, generate questions and draw conclusions regarding principles for living responsibley, locally, or globally (TCRED009)
Design and share ideas for action, which seek improved outcomes at school or beyond, and, where possible, take some steps towards this with others (TCRED010)
By the end of Year Four, students understand that all are created in God’s image and are called to belong to the loving community of creation as modelled in the Trinity, and which Jesus called “the kingdom of God”. They explain how the love of Jesus is expressed in the Scripture, received in the Sacraments and celebrated in the Liturgy. Students define the essential features of a Christian life as loving God and neighbour, which are expressed in the continuing story of the church, its saints and the traditions it hands on to us.
Students explore, pose questions about, analyse and evaluate religious ideas, rituals, events, experiences and Scripture, responding to them in a variety of ways. They reflect on choices and decisions made in order to live an authentic life in response to the teachings of Jesus, personally, locally and globally.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 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 texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.
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Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)
Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters (ACELA1480)
Identify the features of online texts that enhance navigation (ACELA1790)
Understand that a clause is a unit of grammar usually containing a subject and a verb and that these need to be in agreement (ACELA1481)
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483)
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)
Understand how to use letter-sound relationships and less common letter patterns to spell words (ACELA1485)
Recognise and know how to write most high frequency words including some homophones (ACELA1486)
Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns (ACELA1826)
Know how to use common prefixes and suffixes, and generalisations for adding a suffix to a base word (ACELA1827)
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Develop criteria for establishing personal preferences for literature (ACELT1598)
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599)
Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600)
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)
Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)
Identify the point of view in a text and suggest alternative points of view (ACELY1675)
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects.
They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately using interaction skills.
Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning. They write using joined letters that are accurately formed and consistent in size.
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and...
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The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed.
In Years 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 texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.
The range of literary texts for Foundation to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.
Literary texts that support and extend students in Years 3 and 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that support and extend the printed text.
Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.
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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 (ACELA1487)
Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
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 (ACELA1496)
Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)
Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780)
Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)
Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
Create literary texts that explore students’ own experiences and imagining (ACELT1607)
Create literary texts by developing storylines, characters and settings (ACELT1794)
Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
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 information (ACELY1687)
Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
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 (ACELY1694)
Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
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 (ACELY1697)
By the end of Year 4, students understand that texts have different text structures depending on purpose and context. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including multisyllabic words. They express preferences for particular types of texts, and respond to others’ viewpoints. They listen for and share key points in discussions.
Students 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. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
Recognise and explain the connection between addition and subtraction (ACMNA054)
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation (ACMNA055)
Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)
Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057)
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)
Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents (ACMNA059)
Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060)
Measure, order and compare objects using familiar metric units of length, mass and capacity (ACMMG061)
Tell time to the minute and investigate the relationship between units of time (ACMMG062)
Make models of three-dimensional objects and describe key features (ACMMG063)
Create and interpret simple grid maps to show position and pathways (ACMMG065)
Identify symmetry in the environment (ACMMG066)
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
Conduct chance experiments, identify and describe possible outcomes and recognise variation in results (ACMSP067)
Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
Interpret and compare data displays (ACMSP070)
By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays.
Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single-digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They conduct simple data investigations for categorical variables.
The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...
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The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra, measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.
At this year level:
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Investigate and use the properties of odd and even numbers (ACMNA071)
Recognise, represent and order numbers to at least tens of thousands (ACMNA072)
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
Investigate equivalent fractions used in contexts (ACMNA077)
Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
Explore and describe number patterns resulting from performing multiplication (ACMNA081)
Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
Compare objects using familiar metric units of area and volume (ACMMG290)
Convert between units of time (ACMMG085)
Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
Compare the areas of regular and irregular shapes by informal means (ACMMG087)
Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)
Compare angles and classify them as equal to, greater than, or less than, a right angle (ACMMG089)
Describe possible everyday events and order their chances of occurring (ACMSP092)
Identify everyday events where one cannot happen if the other happens (ACMSP093)
Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)
Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
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 (ACMSP096)
Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)
By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify and explain strategies for finding unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.
Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 3, 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, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions.
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Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
A change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
Earth’s rotation on its axis causes regular changes, including night and day (ACSSU048)
Heat can be produced in many ways and can move from one object to another (ACSSU049)
Science involves making predictions and describing patterns and relationships (ACSHE050)
Science knowledge helps people to understand the effect of their actions (ACSHE051)
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054)
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS055)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057)
Compare results with predictions, suggesting possible reasons for findings (ACSIS215)
Reflect on investigations, including whether a test was fair or not (ACSIS058)
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)
By the end of Year 3, students use their understanding of the movement of Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions.
Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas.
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...
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The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching and learning programs are decisions to be made by the teacher.
Incorporating the key ideas of science
Over Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales.
In Year 4, students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.
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Living things have life cycles (ACSSU072)
Living things depend on each other and the environment to survive (ACSSU073)
Natural and processed materials have a range of physical properties that can influence their use (ACSSU074)
Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)
Science involves making predictions and describing patterns and relationships (ACSHE061)
Science knowledge helps people to understand the effect of their actions (ACSHE062)
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS065)
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately (ACSIS066)
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Reflect on investigations, including whether a test was fair or not (ACSIS069)
Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)
By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions.
Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings.
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the...
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Dance, students:
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Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices (ACADAM005)
Practise technical skills safely in fundamental movements (ACADAM006)
Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
By the end of Year 4, 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 in dances depending on the purpose.
Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the...
Read full description ›
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Drama, students:
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Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032)
Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
By the end of Year 4, 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 in their drama.
Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the...
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Media Arts, students:
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Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
By the end of Year 4, students describe and discuss 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.
Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the...
Read full description ›
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Music, students:
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Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
By the end of Year 4, 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 in performance and composition.
Students collaborate to improvise, compose and arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing and playing instruments with accurate pitch, rhythm and expression.
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In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the...
Read full description ›
In Years 3 and 4, learning in The Arts builds on the experience of the previous band. It involves students making and responding to artworks independently and collaboratively with their classmates and teachers.
As they experience The Arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and forms, and social and cultural contexts of the arts. They make personal evaluations of their own and others’ artworks, making connections between their own artistic intentions and those of other artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists. Their understanding of the role of the artist and the audience builds on their experience from the previous band. As an audience, students focus their attention on the artwork and respond to it. They consider why and how audiences respond to artworks.
In Years 3 and 4, students’ awareness of themselves and others as audiences is extended beyond the classroom to the broader school context.
In Visual Arts, students:
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Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.
Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.
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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations...
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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.
By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.
In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future.
Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas such as basic drawing symbols, and use simple flow diagrams.
Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.
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Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
By the end of Year 4, students explain how products, services and environments are designed to best meet needs of 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 produce 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 environmental 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 producing designed solutions.
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By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.
By the end of Year 4, students will have had opportunities to create a range of digital...
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Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.
By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.
In Year 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.
Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways.
With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.
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Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)
By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.
Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.
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By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used.
Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.
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The Year 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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The Year 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 how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.
The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.
Focus areas to be addressed in Years 3 and 4 include:
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Explore how success, challenge and failure strengthen identities (ACPPS033)
Explore strategies to manage physical, social and emotional change (ACPPS034)
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
Investigate how emotional responses vary in depth and strength (ACPPS038)
Discuss and interpret health information and messages in the media and internet (ACPPS039)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
Examine the benefits of physical activity to health and wellbeing (ACPMP046)
Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
Participate in physical activities from their own and other cultures (ACPMP108)
Adopt inclusive practices when participating in physical activities (ACPMP048)
Apply innovative and creative thinking in solving movement challenges (ACPMP049)
Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.