standards level 4

8/12/2019 Standards Level 4

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Victorian Essential Learning Standards Standards Level 4Physical, Personal and Social Learning strand

Health and Physical EducationMovement and physical activityAt Level 4, students perform confidently and efficiently in a range of movement environments(indoor, outdoor, and aquatic). They refine basic and complex motor sills and apply these sillsin increasingly complex games and activities. They maintain regular participation in moderate tovigorous physical activity and monitor exercise intensity. They explain the process for improvinghealth!related fitness. "tudents effectively use strategic thining and #or #ith both more! andless!silled peers to improve game performance. "tudents #or independently to improveperformance. They evaluate the performance of a partner and provide constructive feedbacbased on performance criteria to assist sill development. "tudents describe and analyse thevarious roles required in competitive sports. They #or in a group to create a game, andestablish rules and procedures for its safe conduct.

Health knowledge and promotionAt Level 4, students identify the liely physical, emotional and social changes thatoccur during puberty. They identify and discuss the validity of the #ays in #hichpeople define their o#n and other people$s identity. They describe the actions theycan tae if they feel unsafe at home, school and in the community. They describe thephysical, social and emotional dimensions of health and establish health goals andplan strategies for improving their personal health. They describe a range of healthservices, products and information that can be accessed to help meet health needsand concerns. They analyse and explain physiological, social, cultural and economicreasons for food choices and analyse and describe food selection models. Theydescribe ho# to prepare and store food hygienically.

Interpersonal DevelopmentBuilding social relationshipsAt Level 4, students demonstrate, through their interactions in social situations,respect for a diverse range of people and groups. "tudents describe the impact ofbullying. They accept and display empathy for the points of vie# and feelings oftheir peers and others. They identify and use a variety of strategies to manage

and resolve conflict.

Working in teamsAt Level 4, students #or effectively in different teams and tae on a variety of roles tocomplete tass of varying length and complexity. They #or cooperatively to allocate tass anddevelop timelines. "tudents accept responsibility for their role and tass. They explain thebenefits of #oring in a team. They provide feedbac to others and evaluate their o#n and the

team$s performance.

Personal LearningThe individual learnerAt Level 4, students identify, #ith support, their preferred learning styles and use strategiesthat promote learning. They monitor and describe progress in their learning anddemonstrate learning habits that address their individual needs. They see and respond toteacher feedbac to develop their content no#ledge and understanding. They identify andexplain ho# different perspectives and attitudes can affect learning. They negotiate learningimprovement goals and %ustify the choices they mae about their o#n learning. "tudentsactively develop, monitor and refine protocols that create a positive learning environment inthe classroom.

Managing personal learningAt Level 4, students develop and implement plans to complete short!term and long!term tass #ithin timeframes set by the teacher, utilising appropriate resources. Theyundertae some set tass independently, identifying stages for completion. Theydescribe tas progress and achievements, suggesting ho# outcomes may have beenimproved. They persist #hen experiencing difficulty #ith learning tass. They seeand use learning support #hen needed from peers, teachers and other adults. Theypractise positive self tal. They demonstrate a positive attitude to learning #ithin andoutside the classroom.

Civics and CitienshipCivic knowledge and understandingAt Level 4, students describe the nature of Australia$s democracy that developed as a resultof &ederation. They describe the three levels of government and some of the ey functions ofeach level. They explain the basic elements of Australia$s federal parliamentary system andey 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 culturalgroups, including Aboriginal and Torres "trait 'slander communities, to Australian identity.They demonstrate understanding of the process of maing and changing la#s.

Community engagementAt Level 4, students demonstrate understanding of the roles and responsibilities ofleaders, and of democratic processes, #hen engaging in school and communityactivities. They present a point of vie# on a significant current issue or issues andinclude recommendations about the actions that individuals and governments cantae to resolve issues. They demonstrate understanding that there are differentvie#points on an issue, and contribute to group and class decision maing.

ictorian *urriculum and Assessment Authority + anuary -/ &or more information about the 0L" visithttp122vels.vcaa.vic.edu.au
http://vels.vcaa.vic.edu.au/http://vels.vcaa.vic.edu.au/http://vels.vcaa.vic.edu.au/


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Victorian Essential Learning Standards Standards Level 4Discipline!"ased Learning strand

#he $rtsCreating and makingAt Level 4, students independently and collaboratively experiment #ith and apply a range of sills, techniquesand processes using a range of media, materials, equipment and technologies to plan, develop, refine, maeand present arts #ors. 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. 'ntheir arts #ors, they communicate ideas and understandings about themselves and others, incorporatinginfluences from their o#n and other cultures and times. They evaluate the effectiveness of their arts #orsand mae changes to realise intended aims. They consider purpose and suitability #hen they plan andprepare arts #ors for presentation to a variety of audiences.

Exploring and respondingAt Level 4, students discuss traditional and contemporary arts#ors using appropriate arts language to describe the content,structure and expressive qualities of their o#n and other people$s#ors from a range of arts disciplines and forms. They interpret andcompare ey features of arts #ors made in a range of times,places and cultures. They identify and describe influences on theiro#n #ors and discuss the purposes for #hich arts #ors arecreated in different historical and cultural contexts.

EnglishReadingAt Level 4, students read, interpret and respond to a#ide range of literary, everyday and media texts inprint and in multimodal formats. They analyse thesetexts and support interpretations #ith evidencedra#n from the text. They describe ho# texts areconstructed for particular purposes, and identify ho#

sociocultural values, attitudes and beliefs arepresented in texts. They analyse imagery,characterisation, dialogue, point of vie#, plot andsetting. They use strategies such as reading on,using contextual cues, and dra#ing on no#ledge oftext organisation #hen interpreting texts containingunfamiliar ideas and information.

WritingAt Level 4, students produce, in print and electronic forms, a variety oftexts for different purposes using structures and features of languageappropriate to the purpose, audience and context of the #riting. Theybegin to use simple figurative language and visual images. They use arange of vocabulary, a variety of sentence structures, and usepunctuation accurately, including apostrophes. They identify and use

different parts of speech, including nouns, pronouns, adverbs,comparative adverbs and ad%ectives, and use appropriate prepositionsand con%unctions. They use a range of approaches to spelling, applyingmorphemic no#ledge and an understanding of visual and phonicpatterns. They employ a variety of strategies for #riting, including note!maing, using models, planning, editing and proofreading.

Speaking and listeningAt Level 4, students plan, rehearse and maepresentations for different purposes. They sustaina point of vie# and provide succinct accounts ofpersonal experiences or events. They ad%ust theirspeaing to tae account of context, purpose andaudience, and vary tone, volume and pace of

speech to create or emphasise meaning.

3hen listening to spoen texts, they identify themain idea and supporting details and summarisethem for others. They identify opinions offered byothers, propose other relevant vie#points andextend ideas in a constructive manner.

#he Humanities ! HistoryHistorical knowledge and understandingAt Level 4, students demonstrate their no#ledge and understanding of significant events in Australian history including Aboriginaland Torres "trait 'slander history, 0uropean settlement, the development of the colonies, the development of the #ool industry, the/5s gold rushes6 the moves to self!government, &ederation6 and 3orld 3ar '. They demonstrate an understanding of the historiesof some cultural groups #hich mae up Australia today. They mae lins and appropriate comparisons #ith contemporary Australia.

"tudents demonstrate an understanding of ey aspects of an Asian country or countries #ithin the Australian region. They explainsignificant events and people in the history of that country or countries. They describe aspects of governance, customs, religioustraditions and daily life. They explain the values important to other societies and their o#n and lins bet#een other countries andAustralia.

They compare and contrast the values and beliefs of Australians and people of other cultures. They compare aspects of differentcultures and countries, in both the past and present, and as questions about their o#n society. They sequence events and describetheir significance in bringing about particular developments.

Historical reasoning and interpretationAt Level 4, students use a range of primaryand secondary sources to investigate thepast. 3ith support, they frame researchquestions and plan their o#n inquiries.They comprehend and question sourcesand mae %udgments about the vie#s beingexpressed, the completeness of theevidence, and the values represented.They use appropriate historical languageand concepts to develop historicalexplanations. They present theirunderstandings in a range of forms.



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Victorian Essential Learning Standards Standards Level 4#he Humanities ! EconomicsEconomics knowledge and understandingAt Level 4, students describe the nature of the economic problem (scarcity) and explain ho# selected goods and services areproduced and distributed. "tudents describe the difference bet#een needs and #ants, and their o#n roles as producers andconsumers of goods and services. They explain the need to be an informed consumer. They explain the role of #or in society anddistinguish bet#een paid and unpaid #or. They compare different types of #or and enterprise in the local community. "tudentsdemonstrate basic understanding of personal money management and the role of baning, budgeting and saving.

Economic reasoning and interpretationAt Level 4, students use the inquiry processto plan economics investigations abouteconomic issues in the home, school orlocal community and form conclusionssupported by evidence.

#he Humanities ! %eographyeographic knowledge and understandingAt Level 4, students identify and describe Australia$s significant natural processes. They describethe reaction of people to these processes including the management of natural disasters. Theycompare the various #ays humans have used and affected the Australian environment. "tudentsrecommend #ays of protecting environmentally sensitive areas in a sustainable #ay. They provideexamples and evidence based on their inquiries. They use geographic language to identify anddescribe the human and physical characteristics of local and global environments depicted bydifferent inds of maps, diagrams, photographs and satellite images.

eospatial skillsAt Level 4, students use atlases, street directories and to#n plan maps toaccurately describe the distance, direction and location of places. Theyidentify features from maps, satellite images, and oblique photographs. Theydra# setch maps of their neighbourhood using simple mapping conventionssuch as title, scale, north point and legend. They research, collect, recordand describe data obtained through field study surveys and measurementsto form conclusions about the use of resources.

Languages &ther #han English7ifferent standards apply depending on the chosen language category. "ee the Standards for LOTE domaindocument for details.

ScienceScience knowledge and understandingAt Level 4, students explain change in terms of cause and effect. Theyidentify the characteristics of physical and chemical changes. Theydescribe ho# substances change during reactions. They identify andcompare the properties of the ne# or changed material2s #ith those of theoriginal material2s. "tudents explain the role of chemical change in theproduction of ne# materials. They qualitatively describe changes in motionin terms of the forces present.

"tudents apply the terms relationships, modelsand systemsappropriatelyas #ays of representing complex structures. They identify and explain the

connections bet#een systems in the human body and their variousfunctions. They identify and explain the relationships that exist #ithin andbet#een food chains in the environment. "tudents use everyday examplesto illustrate the transforming and transferring of energy. They explain ho#the 0arth and the 8oon operate as a simple system #ithin the larger solarsystem. They describe the composition of layers #ithin the 0arth. Theyexplain the function of the layers of the 0arth$s atmosphere.

Science at workAt Level 4, students analyse a range of science!related local issues and describe the relevance ofscience to their o#n and other people$s lives. They explain ho# sustainable practices have beendeveloped and2or are applied in their local environment. They describe the contributions Australianscientists have made to improve and2or change science no#ledge.

"tudents design their o#n simple experiments to collect data and dra# conclusions. They describe thepurpose of experiments they undertae, including a statement of ethical considerations, and relate thispurpose to the nature of the data that is collected. They design and build simple models and #rite anaccount of the science that is central to explanation of the model. They use diagrams and symbols toexplain procedures used #hen reporting on their investigations.

"tudents approach data collection systematically, and analyse data qualitatively in terms of errors ofmeasurement. They use a range of simple measuring instruments and materials, and demonstrateunderstanding of their personal responsibility in using them. They identify and describe safetyrequirements and procedures associated #ith experiments and the use of standard equipment."tudents use the terms relationshipsand cause and effect#hen discussing and dra#ing conclusionsfrom the data they collect.



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Victorian Essential Learning Standards Standards Level 4

'athematics!um"er

At Level 4, students comprehend thesi9e and order of small numbers (tothousandths) and large numbers (tomillions). They model integers (positiveand negative #hole numbers and9ero), common fractions and decimals.They place integers, decimals andcommon fractions on a number line.They create sets of number multiples tofind the lo#est common multiple of thenumbers. They interpret numbers andtheir factors in terms of the area anddimensions of rectangular arrays (forexample, the factors of - can be foundby maing rectangles of dimensions : -, - : ;, and < : 4).

"tudents identify square, prime andcomposite numbers. They create factor

sets (for example, using factor trees)and identify the highest common factorof t#o or more numbers. Theyrecognise and calculate simple po#ersof #hole numbers (for example, -4 =;).

"tudents use decimals, ratios andpercentages to find equivalentrepresentations of common fractions(for example, 2- = .?5 = ?5@= < 1 4 = ; 1 /). They explain and usemental and #ritten algorithms for theaddition, subtraction, multiplication anddivision of natural numbers (positive#hole numbers). They add, subtract,and multiply fractions and decimals (tot#o decimal places) and apply theseoperations in practical contexts,including the use of money. They useestimates for computations and applycriteria to determine if estimates arereasonable or not.

Space

At Level 4, students classifyand sort shapes and solids (forexample, prisms, pyramids,cylinders and cones) using theproperties of lines (orientationand si9e), angles (less than,equal to, or greater than >),and surfaces. They create t#o!dimensional representations ofthree dimensional shapes andob%ects found in thesurrounding environment. Theydevelop and follo# instructionsto dra# shapes and nets ofsolids using simple scale. Theydescribe the features of shapesand solids that remain thesame (for example, angles) or

change (for example, surfacearea) #hen a shape isenlarged or reduced. Theyapply a range oftransformations to shapes andcreate tessellations using tools(for example, computersoft#are).

"tudents use the ideas of si9e,scale, and direction to describerelative location and ob%ects inmaps. They use compassdirections, coordinates, scale

and distance, and conventionalsymbols to describe routesbet#een places sho#n onmaps. "tudents use net#ordiagrams to sho# relationshipsand connectedness such as afamily tree and the shortestpath bet#een to#ns on a map.

Measurement# chance and data

At Level 4, students use metric unitsto estimate and measure length,perimeter, area, surface area, mass,volume, capacity time andtemperature. They measure anglesin degrees. They measure asaccurately as needed for thepurpose of the activity. They convertbet#een metric units of length,capacity and time (for example, L+mL, sec+min).

"tudents describe and calculateprobabilities using #ords, andfractions and decimals bet#een and . They calculate probabilitiesfor chance outcomes (for example,using spinners) and use thesymmetry properties of equally liely

outcomes. They simulate chanceevents (for example, the chance thata family has three girls in a ro#) andunderstand that experimentalestimates of probabilities convergeto the theoretical probability in thelong run.

"tudents recognise and giveconsideration to different data typesin forming questionnaires andsampling. They distinguish bet#eencategorical and numerical data andclassify numerical data as discrete(from counting) or continuous (frommeasurement). They present data inappropriate displays (for example, apie chart for eye colour data and ahistogram for grouped data ofstudent heights). They calculate andinterpret measures of centrality(mean, median, and mode) and dataspread (range).

Structure

At Level 4 students form andspecify sets of numbers, shapesand ob%ects according to givencriteria and conditions (forexample, ;, -, /, -4 are theeven numbers less than


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Victorian Essential Learning Standards Standards Level 4solids.

Interdisciplinary Learning strand

Communication$istening# viewing and respondingAt 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 peersmay develop alternative interpretations. They describe the purpose of a range of communication

strategies, including non!verbal strategies, and evaluate their effectiveness for different audiences.

%resentingAt Level 4, students summarise and organise ideas and information, logically andclearly in a range of presentations. They identify the features of an effective presentationand adapt elements of their o#n presentations to reflect them. Esing provided criteria,

they evaluate the effectiveness of their o#n and others$ presentations.

Design, Creativity and #echnology&nvestigating and designingAt Level 4, students contribute to the development of design briefs that include somelimitations and specifications. 'ndividually and in teams, they use a range of methods toresearch and collect data in response to design briefs. They generate and communicatealternative design ideas in response to a design brief and use #ords, labelled setches andmodels, to demonstrate that they are a#are of environmental and social constraints.

"tudents tae account of the vie#s of users2consumers and produce step!by!step plansand2or modify recipes for maing products and2or simple mechanical2electrical systems.They describe ho# their intended product #ill function or be used, and #hat it #ill loo lie in

the context of the requirements of the design brief. They identify evaluation criteria fromdesign briefs and use them to %ustify design choices.

%roducingAt Level 4, students use their production planand select and #or safely #ith a variety ofmaterials2ingredients and systems componentsto produce functional products and2or systems.They use a range of measuring, maring,%oining2combining techniques to alter materialsand finishing2presentation methods, and operatetools and equipment competently, sho#ingconsideration of safety and hygiene, and recordtheir progress.

'nalysing and evaluatingAt Level 4, students reflect on their designsas they develop them and use evaluationcriteria, identified from design briefs, to%ustify their design choices. They modifytheir designs2products2systems afterconsidered evaluation of feedbac frompeers and teachers, and their o#n reflection.They describe the impact products andtechnological systems have on people andthe environment.

In(ormation and Communications #echnology&CT (or visual thinkingAt Level 4, students apply '*T tools and techniques torepresent and explore processes, patterns and cause!and!effect relationships. "tudents use '*T tools andtechniques that support the organisation and analysisof concepts, issues and ideas and that allo#relationships to be identified and inferences dra#nfrom them.

"tudents revie# their stored thining strategies in order

to identify similarities and differences in their thiningpatterns. They document in their ban of digitalevidence ho# these visualising thining strategies helpthem to understand concepts and relationships.

&CT (or creatingAt Level 4, students safely and independently use a range of sills, procedures,equipment and functions to process different data types and produce accurateand suitably formatted products to suit different purposes and audiences. Theyuse design tools to represent ho# solutions #ill be produced and the layout ofinformation products. "tudents select relevant techniques for minimising thetime taen to process data, and apply conventions and techniques that improvethe appearance of the finished product. "tudents modify products on anongoing 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 digitalevidence of their learning. They pass#ord protect and bac up important filesand use file naming conventions that allo# easy retrieval.

&CT (or communicatingAt Level 4, students use email, #ebsites andfrequently ased question facilities to acquire from,or share information #ith, peers and no#n andunno#n experts. 3hen emailing, theysuccessfully attach files and they apply protocolsfor sending and receiving electronic information.They successfully upload their #or to a protectedpublic online space. Esing recommended search

engines, students refine their search strategies tolocate information quicly. They evaluate theintegrity of the located information based on itsaccuracy and the reliability of the #eb host.

#hin)ing ProcessesReasoning# processing and in)uiryAt Level 4, students develop their o#n questions for investigation, collectrelevant information from a range of sources and mae %udgments about its#orth. They distinguish bet#een fact and opinion. They use the information

CreativityAt Level 4, students use creative thining strategies togenerate imaginative solutions #hen solving problems.They demonstrate creativity in their thining in a range of

Re(lection# evaluation and metacognitionAt Level 4, students use a broad range of thiningprocesses and tools, and reflect on and evaluatetheir effectiveness. They articulate their thining



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Victorian Essential Learning Standards Standards Level 4they collect to develop concepts, solve problems or inform decision maing.They develop reasoned arguments using supporting evidence.

contexts and test the possibilities of concrete and abstractideas generated by themselves and others.

processes. They document changes in their ideasand beliefs over time.


standards level 4

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