Victorian Essential Learning Standards Standards Level 4

Physical, Personal and Social Learning strand Health and Physical Education
Movement and physical activity At Level 4, students perform confidently and efficiently in a range of movement environments (indoor, outdoor, and aquatic). They refine basic and complex motor s ills and apply these s ills in increasingly complex games and activities. They maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity. They explain the process for improving health!related fitness. "tudents effectively use strategic thin ing and #or #ith both more! and less!s illed peers to improve game performance. "tudents #or independently to improve performance. They evaluate the performance of a partner and provide constructive feedbac based on performance criteria to assist s ill development. "tudents describe and analyse the various roles required in competitive sports. They #or in a group to create a game, and establish rules and procedures for its safe conduct. Health knowledge and promotion At Level 4, students identify the li ely physical, emotional and social changes that occur during puberty. They identify and discuss the validity of the #ays in #hich people define their o#n and other people$s identity. They describe the actions they can ta e if they feel unsafe at home, school and in the community. They describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. They describe a range of health services, products and information that can be accessed to help meet health needs and concerns. They analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models. They describe ho# to prepare and store food hygienically.

Interpersonal Development
Building social relationships At Level 4, students demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. "tudents describe the impact of bullying. They accept and display empathy for the points of vie# and feelings of their peers and others. They identify and use a variety of strategies to manage and resolve conflict. Working in teams At Level 4, students #or effectively in different teams and ta e on a variety of roles to complete tas s of varying length and complexity. They #or cooperatively to allocate tas s and develop timelines. "tudents accept responsibility for their role and tas s. They explain the benefits of #or ing in a team. They provide feedbac to others and evaluate their o#n and the team$s performance.

Personal Learning
The individual learner At Level 4, students identify, #ith support, their preferred learning styles and use strategies that promote learning. They monitor and describe progress in their learning and demonstrate learning habits that address their individual needs. They see and respond to teacher feedbac to develop their content no#ledge and understanding. They identify and explain ho# different perspectives and attitudes can affect learning. They negotiate learning improvement goals and %ustify the choices they ma e about their o#n learning. "tudents actively develop, monitor and refine protocols that create a positive learning environment in the classroom. Managing personal learning At Level 4, students develop and implement plans to complete short!term and long! term tas s #ithin timeframes set by the teacher, utilising appropriate resources. They underta e some set tas s independently, identifying stages for completion. They describe tas progress and achievements, suggesting ho# outcomes may have been improved. They persist #hen experiencing difficulty #ith learning tas s. They see and use learning support #hen needed from peers, teachers and other adults. They practise positive self tal . They demonstrate a positive attitude to learning #ithin and outside the classroom.

Civics and Citi enship

Civic knowledge and understanding At Level 4, students describe the nature of Australia$s democracy that developed as a result of &ederation. They describe the three levels of government and some of the ey functions of each level. They explain the basic elements of Australia$s federal parliamentary system and ey democratic principles and values such as freedom of speech and equality before the la#. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres "trait 'slander communities, to Australian identity. They demonstrate understanding of the process of ma ing and changing la#s.
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Community engagement At Level 4, students demonstrate understanding of the roles and responsibilities of leaders, and of democratic processes, #hen engaging in school and community activities. They present a point of vie# on a significant current issue or issues and include recommendations about the actions that individuals and governments can ta e to resolve issues. They demonstrate understanding that there are different vie#points on an issue, and contribute to group and class decision ma ing.
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Victorian Essential Learning Standards Standards Level 4

Discipline!"ased Learning strand #he $rts
Creating and making At Level 4, students independently and collaboratively experiment #ith and apply a range of s ills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, ma e and present arts #or s. They investigate a range of sources to generate ideas and manipulate arts elements, principles and2or conventions in a range of arts disciplines and forms as they explore the potential of ideas. 'n their arts #or s, they communicate ideas and understandings about themselves and others, incorporating influences from their o#n and other cultures and times. They evaluate the effectiveness of their arts #or s and ma e changes to realise intended aims. They consider purpose and suitability #hen they plan and prepare arts #or s for presentation to a variety of audiences. Exploring and responding At Level 4, students discuss traditional and contemporary arts #or s using appropriate arts language to describe the content, structure and expressive qualities of their o#n and other people$s #or s from a range of arts disciplines and forms. They interpret and compare ey features of arts #or s made in a range of times, places and cultures. They identify and describe influences on their o#n #or s and discuss the purposes for #hich arts #or s are created in different historical and cultural contexts.

English
Reading At Level 4, students read, interpret and respond to a #ide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations #ith evidence dra#n from the text. They describe ho# texts are constructed for particular purposes, and identify ho# sociocultural values, attitudes and beliefs are presented in texts. They analyse imagery, characterisation, dialogue, point of vie#, plot and setting. They use strategies such as reading on, using contextual cues, and dra#ing on no#ledge of text organisation #hen interpreting texts containing unfamiliar ideas and information. Writing At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the #riting. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and ad%ectives, and use appropriate prepositions and con%unctions. They use a range of approaches to spelling, applying morphemic no#ledge and an understanding of visual and phonic patterns. They employ a variety of strategies for #riting, including note! ma ing, using models, planning, editing and proofreading. Speaking and listening At Level 4, students plan, rehearse and ma e presentations for different purposes. They sustain a point of vie# and provide succinct accounts of personal experiences or events. They ad%ust their spea ing to ta e account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning. 3hen listening to spo en texts, they identify the main idea and supporting details and summarise them for others. They identify opinions offered by others, propose other relevant vie#points and extend ideas in a constructive manner.

#he Humanities ! History

Historical knowledge and understanding At Level 4, students demonstrate their no#ledge and understanding of significant events in Australian history including Aboriginal and Torres "trait 'slander history, 0uropean settlement, the development of the colonies, the development of the #ool industry, the 4/5.s gold rushes6 the moves to self!government, &ederation6 and 3orld 3ar '. They demonstrate an understanding of the histories of some cultural groups #hich ma e up Australia today. They ma e lin s and appropriate comparisons #ith contemporary Australia. "tudents demonstrate an understanding of ey aspects of an Asian country or countries #ithin the Australian region. They explain significant events and people in the history of that country or countries. They describe aspects of governance, customs, religious traditions and daily life. They explain the values important to other societies and their o#n and lin s bet#een other countries and Australia. They compare and contrast the values and beliefs of Australians and people of other cultures. They compare aspects of different cultures and countries, in both the past and present, and as questions about their o#n society. They sequence events and describe their significance in bringing about particular developments.
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Historical reasoning and interpretation At Level 4, students use a range of primary and secondary sources to investigate the past. 3ith support, they frame research questions and plan their o#n inquiries. They comprehend and question sources and ma e %udgments about the vie#s being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.

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Victorian Essential Learning Standards Standards Level 4

#he Humanities ! Economics
Economics knowledge and understanding At Level 4, students describe the nature of the economic problem (scarcity) and explain ho# selected goods and services are produced and distributed. "tudents describe the difference bet#een needs and #ants, and their o#n roles as producers and consumers of goods and services. They explain the need to be an informed consumer. They explain the role of #or in society and distinguish bet#een paid and unpaid #or . They compare different types of #or and enterprise in the local community. "tudents demonstrate basic understanding of personal money management and the role of ban ing, budgeting and saving. Economic reasoning and interpretation At Level 4, students use the inquiry process to plan economics investigations about economic issues in the home, school or local community and form conclusions supported by evidence.

#he Humanities ! %eography

eographic knowledge and understanding At Level 4, students identify and describe Australia$s significant natural processes. They describe the reaction of people to these processes including the management of natural disasters. They compare the various #ays humans have used and affected the Australian environment. "tudents recommend #ays of protecting environmentally sensitive areas in a sustainable #ay. They provide examples and evidence based on their inquiries. They use geographic language to identify and describe the human and physical characteristics of local and global environments depicted by different inds of maps, diagrams, photographs and satellite images. eospatial skills At Level 4, students use atlases, street directories and to#n plan maps to accurately describe the distance, direction and location of places. They identify features from maps, satellite images, and oblique photographs. They dra# s etch maps of their neighbourhood using simple mapping conventions such as title, scale, north point and legend. They research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.

Languages &ther #han English

7ifferent standards apply depending on the chosen language category. "ee the Standards for LOTE domain document for details.

Science
Science knowledge and understanding At Level 4, students explain change in terms of cause and effect. They identify the characteristics of physical and chemical changes. They describe ho# substances change during reactions. They identify and compare the properties of the ne# or changed material2s #ith those of the original material2s. "tudents explain the role of chemical change in the production of ne# materials. They qualitatively describe changes in motion in terms of the forces present. "tudents apply the terms relationships, models and systems appropriately as #ays of representing complex structures. They identify and explain the connections bet#een systems in the human body and their various functions. They identify and explain the relationships that exist #ithin and bet#een food chains in the environment. "tudents use everyday examples to illustrate the transforming and transferring of energy. They explain ho# the 0arth and the 8oon operate as a simple system #ithin the larger solar system. They describe the composition of layers #ithin the 0arth. They explain the function of the layers of the 0arth$s atmosphere. Science at work At Level 4, students analyse a range of science!related local issues and describe the relevance of science to their o#n and other people$s lives. They explain ho# sustainable practices have been developed and2or are applied in their local environment. They describe the contributions Australian scientists have made to improve and2or change science no#ledge. "tudents design their o#n simple experiments to collect data and dra# conclusions. They describe the purpose of experiments they underta e, including a statement of ethical considerations, and relate this purpose to the nature of the data that is collected. They design and build simple models and #rite an account of the science that is central to explanation of the model. They use diagrams and symbols to explain procedures used #hen reporting on their investigations. "tudents approach data collection systematically, and analyse data qualitatively in terms of errors of measurement. They use a range of simple measuring instruments and materials, and demonstrate understanding of their personal responsibility in using them. They identify and describe safety requirements and procedures associated #ith experiments and the use of standard equipment. "tudents use the terms relationships and cause and effect #hen discussing and dra#ing conclusions from the data they collect.

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Victorian Essential Learning Standards Standards Level 4

'athematics
!um"er At Level 4, students comprehend the si9e and order of small numbers (to thousandths) and large numbers (to millions). They model integers (positive and negative #hole numbers and 9ero), common fractions and decimals. They place integers, decimals and common fractions on a number line. They create sets of number multiples to find the lo#est common multiple of the numbers. They interpret numbers and their factors in terms of the area and dimensions of rectangular arrays (for example, the factors of 4- can be found by ma ing rectangles of dimensions 4 : 4-, - : ;, and < : 4). "tudents identify square, prime and composite numbers. They create factor sets (for example, using factor trees) and identify the highest common factor of t#o or more numbers. They recognise and calculate simple po#ers of #hole numbers (for example, -4 = 4;). "tudents use decimals, ratios and percentages to find equivalent representations of common fractions (for example, <24 = >24- = ..?5 = ?5@ = < 1 4 = ; 1 /). They explain and use mental and #ritten algorithms for the addition, subtraction, multiplication and division of natural numbers (positive #hole numbers). They add, subtract, and multiply fractions and decimals (to t#o decimal places) and apply these operations in practical contexts, including the use of money. They use estimates for computations and apply criteria to determine if estimates are reasonable or not. Space At Level 4, students classify and sort shapes and solids (for example, prisms, pyramids, cylinders and cones) using the properties of lines (orientation and si9e), angles (less than, equal to, or greater than >.A), and surfaces. They create t#o! dimensional representations of three dimensional shapes and ob%ects found in the surrounding environment. They develop and follo# instructions to dra# shapes and nets of solids using simple scale. They describe the features of shapes and solids that remain the same (for example, angles) or change (for example, surface area) #hen a shape is enlarged or reduced. They apply a range of transformations to shapes and create tessellations using tools (for example, computer soft#are). "tudents use the ideas of si9e, scale, and direction to describe relative location and ob%ects in maps. They use compass directions, coordinates, scale and distance, and conventional symbols to describe routes bet#een places sho#n on maps. "tudents use net#or diagrams to sho# relationships and connectedness such as a family tree and the shortest path bet#een to#ns on a map. Measurement# chance and data At Level 4, students use metric units to estimate and measure length, perimeter, area, surface area, mass, volume, capacity time and temperature. They measure angles in degrees. They measure as accurately as needed for the purpose of the activity. They convert bet#een metric units of length, capacity and time (for example, L+ mL, sec+min). "tudents describe and calculate probabilities using #ords, and fractions and decimals bet#een . and 4. They calculate probabilities for chance outcomes (for example, using spinners) and use the symmetry properties of equally li ely outcomes. They simulate chance events (for example, the chance that a family has three girls in a ro#) and understand that experimental estimates of probabilities converge to the theoretical probability in the long run. "tudents recognise and give consideration to different data types in forming questionnaires and sampling. They distinguish bet#een categorical and numerical data and classify numerical data as discrete (from counting) or continuous (from measurement). They present data in appropriate displays (for example, a pie chart for eye colour data and a histogram for grouped data of student heights). They calculate and interpret measures of centrality (mean, median, and mode) and data spread (range). Structure At Level 4 students form and specify sets of numbers, shapes and ob%ects according to given criteria and conditions (for example, ;, 4-, 4/, -4 are the even numbers less than <. that are also multiples of three). They use venn diagrams and arnaugh maps to test the validity of statements using the #ords none, some or all (for example, test the statement Ball the multiples of <, less than <., are even numbers$). "tudents construct and use rules for sequences based on the previous term, recursion (for example, the next term is three times the last term plus t#o), and by formula (for example, a term is three times its position in the sequence plus t#o). "tudents establish equivalence relationships bet#een mathematical expressions using properties such as the distributive property for multiplication over addition (for example, < : -; = < : (-. C ;)). "tudents identify relationships bet#een variables and describe them #ith language and #ords (for example, ho# hunger varies #ith time of the day). "tudents recognise that addition and subtraction, and multiplication and division are inverse operations. They use #ords and symbols to form simple equations. They solve equations by trial and error. Working mathematically At Level 4, use students recognise and investigate the use of mathematics in real (for example, determination of test results as a percentage) and historical situations (for example, the emergence of negative numbers). "tudents develop and test con%ectures. They understand that a fe# successful examples are not sufficient proof and recognise that a single counter! example is sufficient to invalidate a con%ecture. &or example, in1 number (all numbers can be sho#n as a rectangular array) computations (multiplication leads to a larger number) number patterns ( the next number in the sequence -, 4, ; D must be /) shape properties (all parallelograms are rectangles) chance (a six is harder to roll on die than a one). "tudents use the mathematical structure of problems to choose strategies for solutions. They explain their reasoning and procedures and interpret solutions. They create ne# problems based on familiar problem structures. "tudents engage in investigations involving mathematical modelling. They use calculators and computers to investigate and implement algorithms (for example, for finding the lo#est common multiple of t#o numbers), explore number facts and pu99les, generate simulations (for example, the gender of children in a family of four children), and transform shapes and

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Victorian Essential Learning Standards Standards Level 4

solids.

Interdisciplinary Learning strand Communication

$istening# viewing and responding At Level 4, students as clarifying questions about ideas and information they listen to and vie#. They develop interpretations of the content and provide reasons for them. They explain #hy peers may develop alternative interpretations. They describe the purpose of a range of communication strategies, including non!verbal strategies, and evaluate their effectiveness for different audiences. %resenting At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their o#n presentations to reflect them. Esing provided criteria, they evaluate the effectiveness of their o#n and others$ presentations. 'nalysing and evaluating At Level 4, students reflect on their designs as they develop them and use evaluation criteria, identified from design briefs, to %ustify their design choices. They modify their designs2products2systems after considered evaluation of feedbac from peers and teachers, and their o#n reflection. They describe the impact products and technological systems have on people and the environment.

Design, Creativity and #echnology

&nvestigating and designing At Level 4, students contribute to the development of design briefs that include some limitations and specifications. 'ndividually and in teams, they use a range of methods to research and collect data in response to design briefs. They generate and communicate alternative design ideas in response to a design brief and use #ords, labelled s etches and models, to demonstrate that they are a#are of environmental and social constraints. "tudents ta e account of the vie#s of users2consumers and produce step!by!step plans and2or modify recipes for ma ing products and2or simple mechanical2electrical systems. They describe ho# their intended product #ill function or be used, and #hat it #ill loo li e in the context of the requirements of the design brief. They identify evaluation criteria from design briefs and use them to %ustify design choices. %roducing At Level 4, students use their production plan and select and #or safely #ith a variety of materials2ingredients and systems components to produce functional products and2or systems. They use a range of measuring, mar ing, %oining2combining techniques to alter materials and finishing2presentation methods, and operate tools and equipment competently, sho#ing consideration of safety and hygiene, and record their progress.

In(ormation and Communications #echnology

&CT (or visual thinking At Level 4, students apply '*T tools and techniques to represent and explore processes, patterns and cause! and!effect relationships. "tudents use '*T tools and techniques that support the organisation and analysis of concepts, issues and ideas and that allo# relationships to be identified and inferences dra#n from them. "tudents revie# their stored thin ing strategies in order to identify similarities and differences in their thin ing patterns. They document in their ban of digital evidence ho# these visualising thin ing strategies help them to understand concepts and relationships. &CT (or creating At Level 4, students safely and independently use a range of s ills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. They use design tools to represent ho# solutions #ill be produced and the layout of information products. "tudents select relevant techniques for minimising the time ta en to process data, and apply conventions and techniques that improve the appearance of the finished product. "tudents modify products on an ongoing basis in order to improve meaning and %udge their products against agreed criteria. "tudents create and maintain an up!to!date, logically structured ban of digital evidence of their learning. They pass#ord protect and bac up important files and use file naming conventions that allo# easy retrieval. Creativity At Level 4, students use creative thin ing strategies to generate imaginative solutions #hen solving problems. They demonstrate creativity in their thin ing in a range of &CT (or communicating At Level 4, students use email, #ebsites and frequently as ed question facilities to acquire from, or share information #ith, peers and no#n and un no#n experts. 3hen emailing, they successfully attach files and they apply protocols for sending and receiving electronic information. They successfully upload their #or to a protected public online space. Esing recommended search engines, students refine their search strategies to locate information quic ly. They evaluate the integrity of the located information based on its accuracy and the reliability of the #eb host.

#hin)ing Processes
Reasoning# processing and in)uiry At Level 4, students develop their o#n questions for investigation, collect relevant information from a range of sources and ma e %udgments about its #orth. They distinguish bet#een fact and opinion. They use the information
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Re(lection# evaluation and metacognition At Level 4, students use a broad range of thin ing processes and tools, and reflect on and evaluate their effectiveness. They articulate their thin ing

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Victorian Essential Learning Standards Standards Level 4

they collect to develop concepts, solve problems or inform decision ma ing. They develop reasoned arguments using supporting evidence. contexts and test the possibilities of concrete and abstract ideas generated by themselves and others. processes. They document changes in their ideas and beliefs over time.

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