Level 3 (Years 3 and 4)

Learning focus

As students work towards the achievement of Level 3 standards in the Arts, they apply and develop their arts knowledge by exploring arts processes and ways to communicate concepts arising from their personal experiences and from the world around them. Through the arts disciplines of Dance, Drama, Media, Music and Visual Arts – Art (two-dimensional and three-dimensional), both individually and in combination, they communicate ideas, observations and feelings using a range of media, materials, equipment and technologies to make arts works; for example, a class presentation could feature the performance of a song from another culture in combination with a traditional dance and/or accompanied by a slide-show presentation featuring paintings and carvings which explore the theme of the song.

Students select, combine and experiment with ways of using a range of arts elements, principles and/or conventions, skills, techniques and processes, to explore arts ideas sourced from their imagination and from their own and other cultures. With guidance they record the development of ideas; for example, in a visual diary or a digital (audio or screen) journal with records of rehearsals and conversations about the ideas/work they are developing. Students consider the purpose and audience of their arts works as they experiment with various ways of presenting works in a range of arts forms, and begin to evaluate and refine their work in response to feedback. For example:

• in Art, students look at and talk about examples of weaving from various cultures, then explore the potential of weaving techniques and processes to create pattern, repetition and contrast using a range of media
• in Dance, students create a movement sequence based on ideas and feelings suggested by one or more images viewed in class, then modify their work in response to feedback from other students in the class
• in Drama, students discuss the possibilities of communicating without words then create tableaux based on image/s, to suggest what may have happened before and after what is depicted in the image/s
• in Media, students plan, record and edit an interview with someone of interest (or curiosity) to them, then present their work and discuss ideas about it in class
• in Music, with a journey to an imaginary world in mind, students create sound pictures that show variation in rhythmic patterns and contrasts in pitch and duration.

As they explore and respond to their own and others’ arts works, students develop skills, techniques and processes for expressing emotions and ideas, and signifying purpose. Using appropriate arts language they begin to identify and describe ways they and others use specific elements, principles and/or conventions, skills, techniques and processes and discuss how ideas, feelings and purpose are conveyed. They reflect on their own and other people’s arts works and ideas, identifying key features of works and performances from their own and other cultures, and discuss the function of the Arts in their community.

Further examples of arts discipline-specific learning approaches for Level 3 will be published soon.

Standard

Creating and making

At Level 3, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation.

Exploring and responding

At Level 3, students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works

Learning focus

As students work towards the achievement of Level 3 standards in Civics and Citizenship, they build on their understanding of Australian society and investigate some of the different cultural groups, including Aboriginal and Torres Strait Islander (ATSI) communities, that make up the Australian community. They learn about the contributions that people from diverse groups have made to many aspects of the Australian way of life. This includes contributions to the arts, industry, medicine and science, as well as to other aspects of their life including food, festivals and sporting events. They explore the ways that Australians are connected to other regional and global communities.

Students learn about some key events which contributed to the development of the Australian nation. They explore symbols and celebrations of Australia’s and Victoria’s past and present; for example, the Australian national flag, the ATSI flags, the Victorian flag, coats of arms, floral emblems, colours, flower, animal and bird emblems, the national anthem, Australia Day and the Queen’s Birthday. They consider the meaning and values that are reflected in these celebrations and symbols. They consider what they value about Australia.

Students explore how and why people make decisions and identify places where people come together to discuss issues and make decisions. They know that voting is a key method for group decision making in a democracy. Students learn about the purpose of government and some familiar services provided by government, particularly at the local level such as pre-schools, libraries, recreational facilities and waste and recycling collections. They look at the roles of some leaders and representatives such as prime minister, premier and mayor.

Students learn about the different types of groups in the community and their functions; for example, school groups and local volunteer groups such as charitable and environmental organisations. From their research, they develop knowledge about their community and environment, and a sense that individuals’ contributions can care for and improve the environment, their own lives and the lives of others.

They explore the differences between rules and laws, why we have them, what role they serve, and how they can be changed. They contribute to the development and support of classroom rules. They develop an understanding of the qualities of good laws, the importance of laws applying equally to everyone in a democracy, and the ways that laws are made.

Students engage in democratic processes to plan and carry out activities and events at the school or in the local community. They participate in community, school- and/or home-based projects designed to protect and care for the natural and built environment and promote the sustainable management of resources that they use; for example, by reducing, reusing and recycling paper and plastics, reducing use of fossil fuel by walking or cycling to school, reducing water consumption, and contributing to community events.

National Statements of Learning

This learning focus statement, with the following elaborations and in conjunction with the Level 3 learning focus statements for Interpersonal Development, Communication and The Humanities, incorporates the Year 3 National Statement of Learning for Civics and Citizenship.

Elaborations:

They explore the ways that Australians are connected to other regional and global communities.

Students explore how and why people make decisions and identify places where people come together to discuss issues and make decisions. They know that voting is a key method for group decision making in a democracy.

Standards

Civic knowledge and understanding

At Level 3, students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. They sequence and describe some key events in Australia’s democratic history. They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations. They describe the purpose of government, some familiar government services and the roles of some leaders and representatives. They explain the difference between rules and laws and describe the qualities of a good law. They explain why protection and care for the natural and built environment is important.

Community engagement

At Level 3, students contribute to the development and support of class rules and participate in school celebrations and commemorations of important events. They describe some of the roles and purposes of groups in the community. They work with other students to identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment.

Learning focus

As students work towards the achievement of Level 4 standards in Communication, they listen attentively when required and learn to respond and interject appropriately. They learn about appropriate body language when reacting to a speaker and use feedback from peers and the teacher on their own body language to improve their reactions. They practise paraphrasing what a speaker has said to check meaning and ask clarifying questions where meaning is unclear.

Students explore a range of aural, written and visual communication forms such as the Internet, film, texts and music which illustrate a variety of perspectives on a range of topics and ideas. They learn how to identify the main message, develop their own interpretation, and provide evidence to support it. They explore reasons for other interpretations not being the same as theirs and learn to respect the right of others to express opinions.

During both formal and informal presentations, students explore the use of a range of verbal and non-verbal strategies, to enhance meaning and to engage their audience; for example, physical positioning in the room and use of props, costume, humour and audience participation. They begin to order logically the ideas that they wish to communicate. When developing formal presentations, students experiment with various forms; for example, a dramatic performance and use of presentation software. With guidance, they reflect on their own and others’ presentations and note the features that make them effective.

Standards

In Communication, standards for assessing and reporting on student achievement are introduced at Level 4. The learning focus statements for Levels 1 to 3 provide advice about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of Level 3 standards in Design, Creativity and Technology, they begin to provide input into the development of design briefs. They generate ideas from a variety of sources, and recognise that their designs have to meet a range of different requirements. They learn to make realistic plans for achieving their aims and recognise that they are constrained by the availability of resources. They clarify ideas when asked, and use words, labelled sketches and models to communicate the details of their designs.

Students learn to describe ideas and concepts about design, materials/ingredients and technological systems in simple terms. For example, how and why a drawing is annotated; how materials/ingredients are classified; the systems components that are combined to create movement, such as gears and pulleys; what characteristics and properties make materials/ingredients suitable for a particular design or proposed product and how these can be combined in innovative ways to create solutions. In transforming novel ideas into products or simple systems, they are encouraged to take risks.

Students investigate what products and simple technological systems can do, how they meet people’s needs, how they are used and/or work, what they look like and why they look the way they do. They learn what evaluation criteria are and, with guidance, develop simple evaluation criteria and use these to make decisions about, and assess, design ideas. With assistance, they learn to plan basic steps in production. They develop skills in the use of a variety of simple production techniques, such as cutting, mixing, shaping, joining and assembling and a range of materials/ingredients to produce products, such as a healthy breakfast cereal and its packaging and simple systems; for example, a puppet with moving parts (levers) or a pulley arrangement to lift a weight. Production techniques could include cutting with a saw or knife, weighing with scales, measuring with a jug, filing with a file or rasp, sandpapering, whisking and hand sewing with a needle and thread. Materials could include paper and cardboard, food ingredients, fabrics, wood, plants and soil or other growing media. They learn to use tools and equipment safely and hygienically, and with some accuracy, to alter and combine materials/ingredients and put together components to make a simple system with moving parts.

Students are encouraged to give and receive feedback about their own and others’ products and simple systems (for example, a toy with moving parts), considering whether design solutions work and if they are appropriate for their purpose. They learn to keep simple records and reflect on the steps they took to design and make their own products and simple systems, including noting any problems encountered and changes made to accommodate these.

Standards

Investigating and designing

At Level 3 students, individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked. They identify simple systems components and common materials/ingredients and explain the characteristics and properties that make them suitable for use in products. Students think ahead about the order of their work and list basic steps to make the product or system they have designed.

Producing

At Level 3, students use their list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials/ingredients and assemble systems components. They use a variety of simple techniques/processes and a range of materials/ingredients to safely and hygienically alter and combine materials/ingredients and put together components to make products and simple systems that have moving parts.

Analysing and evaluating

At Level 3, students test, evaluate and revise their designs, products or simple systems in light of feedback they have gained from others. They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product or simple system. They consider how well a product or simple system functions and/or how well it meets the intended purpose.

Learning focus

As students work towards the achievement of Level 3 standards in English, they speak, listen, read and write with some critical awareness, using a growing variety of text types and show some appreciation of the role of formal discourses in English.

Students read an increasing range of texts including imaginative texts such as chapter books, junior novels and poems, as well as informative texts, in print and electronic form. Texts typically have varied sentence patterns, written language structures and some specialised topic-related or literary vocabulary, and ideas and information extending beyond students’ immediate experience. Students use a range of strategies to interpret the main ideas and purpose of texts – for example, interpreting figurative language or linking information from headings – and explore characters’ qualities, motives and actions. Through discussion, students develop their understanding of why interpretations of a text may vary, and how the choice of subject matter is influenced by context, the author’s purpose, and the intended audience. They read more critically and learn about the use of some simple symbolic meanings and stereotypes in texts.

Students develop confidence in writing a range of imaginative and informative texts, including simple narratives and descriptions, and texts that explain, inform and express a point of view. They draw on their knowledge of texts and language and learn to use a variety of sentences in appropriate grammatical order, using suitable vocabulary for the subject matter including nouns, verbs, adjectives and adverbs, and punctuating appropriately to support meaning including exclamation marks and quotation marks. They learn to spell most one- and two-syllable words with regular spelling patterns (for example, growing, found, might), frequently used words which have less regular spelling patterns (for example, because, there, friends), and some other words of more than one syllable (for example, yesterday, afternoon, money). They make plausible attempts at spelling new and more difficult words. They experiment with combining verbal and visual elements to enhance the texts they produce.

Students develop strategies for writing to assist in planning and organising ideas prior to writing, and adapt their writing to suit their audience and purpose. They learn to use a range of resources, including information and communications technology, to revise written work and check spelling.

Students recognise that speaking and listening provide opportunities to exchange information, to share and explore ideas, and to express opinions and listen to the opinions of others. They participate in discussions, conversations and presentations in small and large groups, learning to vary their speaking and listening to suit the context, purpose and audience. In spontaneous, planned and rehearsed situations they learn how to project their voice adequately for an audience and to use appropriate spoken language features such as sequence and past tense when recounting an event. When speaking, they recognise the need to rephrase statements to clarify meaning and information.

Students develop skills in listening attentively during class and group discussions, and to factual spoken texts such as audio, film and invited presentations. They practise identifying the topic, retelling information accurately, asking clarifying questions, volunteering information and justifying opinions.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Communication Level 3 learning focus statement, incorporates aspects of the Year 3 National Statement of Learning for English.

Standards

Reading

At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features. They interpret the main ideas and purpose of texts. They make inferences from imaginative text about plot and setting and about characters’ qualities, motives and actions. They infer meaning from material presented in informative texts. They identify how language is used to represent information, characters, people, places and events in different ways including identification of some simple symbolic meanings and stereotypes. They use several strategies to locate, select and record key information from texts.

Writing

At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information.

They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words.

Speaking and listening

At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information.

They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.

Year 5 National Literacy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 5 benchmarks relate to Level 3 English standards. Links to the literacy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 3 standards in Health and Physical Education, they practise and use complex manipulative and locomotor skills in a range of movement environments (indoor, outdoor and aquatic). They practise and develop competency in a range of complex motor skills such as leaping, dodging, the over-arm throw, dribbling and striking balls, cart wheeling and handstanding. In aquatic environments they practise a range of movements such as: propelling the body on the front and back using freestyle, backstroke, breaststroke and survival backstroke for 10 to 20 metres; and a land-based rescue. They discuss the performance criteria of motor skills and practise observing a partner’s performance. Through modified major games (for example, games with modified rules, equipment, playing field, length of game or numbers on a team such as modified netball), and athletics activities (for example, discus, shot put and modified versions of jumps), students begin to apply their skills in sport-specific settings. During gymnastics or dance sessions students learn, reproduce and choreograph more complex movement sequences. Students participate in a range of activities that promote health-related fitness components of cardio-respiratory fitness, flexibility and strength and explore the link between health-related fitness and lifestyle activities.

They explore basic games’ tactics such as: introducing the concepts of attack and defence; following the rules of the game; and describing the roles of various positions. They begin to work with others to set and achieve goals in both cooperative and competitive games’ settings. They invent games for themselves and others to play, and discuss and practise appropriate safety considerations for these games. Students consider the different tasks undertaken by officials to ensure a game or activity can proceed smoothly. They discuss how all students can have equal opportunity to participate, irrespective of skill level. Where appropriate, they participate in competitive activities through intra-school sport.

Students learn about outdoor adventure activities to enable them to better understand the nature of outdoor environments and how they can prepare themselves for safe involvement in such activities.

Students examine their physical development in detail; for example, changes in their height. They develop an understanding of human development across the lifespan as a continuous process involving changes and predictable stages such as conception, prenatal, infancy, childhood, adolescence, adulthood and aging. Students learn that while the nature of changes associated with these stages is predictable, the timing will vary for individuals. Students begin to explore how their emotions are affected by the way they view themselves, identifying factors (including the influence of peers and family) that affect, positively or negatively, their sense of identity and self-worth. They learn skills for maintaining and supporting their self-worth. They examine roles and expectations of people which arise from gender, culture and age.

They investigate a variety of scenarios identifying potential hazards and harms at home, at school and in the community, using given criteria such as a home safety checklist. They begin to explore the relationship between safety, risk and challenge, with an emphasis on developing their knowledge and understanding of strategies and skills to reduce harms, prevent accidents and create safe and supportive environments.

Students explore how the school and community contribute to the health of its members, both through the impact of its physical and social environments and through the services and facilities it provides. Examples of facilities and services that contribute to health could include school crossings, safety signs, playgrounds, parks, clubs and a school environment free of bullying.

Students develop their understanding of the need for variety and frequency of food intake in active and healthy lives, and begin to relate the foods they eat with the energy they need for everyday and physical activities. They consider the physiological, social, cultural and economic factors that influence food choice, and the impact of these factors on healthy eating. Examples could include: how taste or mood affects food choice; the impact of meeting nutritional requirements for growth and energy; the influence of peers and family on food choice; popular foods in other countries; and the availability of low cost healthy snacks or lunches. Students reflect on the importance of healthy eating and participation in physical activity for their physical, social and emotional health.

Standards

Movement and physical activity

At Level 3, students perform a broad range of complex motor skills. They demonstrate a wide variety of motor skills and apply them to basic, sport-specific situations. They create and perform coordinated movement sequences that contain a variety of motor skills and movement patterns. They participate regularly in physical activities for the purpose of improving skill and health, and identify and describe the components of health-related fitness. They begin to use basic games’ tactics. They work with others to achieve goals in both cooperative and competitive sporting and games’ situations, explain the concept of fair play, and respect the roles of officials. Students follow safety principles in games and activities.

Health knowledge and promotion

At Level 3, students describe the stages of human development across the human lifespan. Students explain basic concepts of identity and use simple strategies to maintain and support their self-worth. They identify basic safety skills and strategies at home, school and in the community, and describe methods for recognising and avoiding harmful situations. They describe how physical and social components in the local environment contribute to wellbeing and identify how health services and products address the health needs and concerns of the local community. They identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people’s food choices.

Learning focus

As students work towards the achievement of Level 3 standards in the Humanities, they apply the concepts of time, continuity and change through a study of the history and traditions of Australians. They examine stories, artefacts and other evidence from the past and present to learn about Australian society and its origins, such as the history of national symbols, including the flag, and key commemorations and celebrations such as Anzac Day and Labour Day. They examine the histories of the cultural groups represented in their classroom, community and nation. They learn to sequence some key events on a timeline and write simple explanations of events.

Students investigate the human and physical characteristics of their local area and other parts of Victoria and consider features of their local community that have changed over time. They learn about settlement patterns, major land uses, communication networks, and the location and variety of national parks in Victoria. They begin to make some simple comparisons between local and other Victorian environments: natural features, climate, land use and types of human activities. Students develop awareness and understanding of the effects of people's interactions with their environment and the ways in which these affect their lives. Students begin to visualise and describe location and direction using simple alphanumeric grids and compass points. They learn to use atlas maps and a globe to locate and name the states and territories of Australia.

Students learn to distinguish between basic needs and wants (for example, food, clothing, shelter, and affection), saving and spending, buyers (consumers) and sellers (producers), and goods and services. They develop an understanding of the role of money and identify ways to save; for example, using a savings account, and begin to understand the importance of budgeting. They examine and compare different types of work and specific jobs.

National Statements of Learning

This Learning focus statement incorporates aspects of the Statements of Learning for Civics and Citizenship, Year 3.

Standards

Humanities knowledge and understanding

At Level 3, students describe and sequence some key events in Australian history, some key commemorations and celebrations including Anzac Day, and key aspects of the histories of cultural groups that make up their class, community and nation. They describe how aspects of places in their local area have changed over time. From direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of Victoria. They describe how people use and affect different environments in Victoria.

Humanities skills

At Level 3, students use a range of historical evidence, including oral history, artefacts, narratives and pictures, to retell events and describe historical characters. They develop simple timelines to show events in sequence. They explain some of the differences between different types of historical evidence, and frame questions to further explore historical events. Students draw simple maps and plans of familiar environments observing basic mapping conventions. They identify the location of places on a simple map using an alphanumeric grid and describe direction using the four cardinal compass points. Using atlas maps and a globe, they locate and name the states and territories of Australia.

Learning focus

As students work towards the achievement of Level 3 standards in Information and Communications Technology (ICT), they develop skills in using ICT for problem solving, expressing ideas, and presenting information to different audiences. Working in all areas of the curriculum, students explore a range of ICT tools (for example, basic editing tools such as word processing) and simple techniques for visualising thinking. They also use simple graphic organisers such as concept maps and sequence charts to provide a framework for visualising thinking. In particular they use tools that assist in sequencing, and in identifying relationships between, ideas, facts and concepts. Students save their visualising thinking files to folders and when new but similar learning situations arise, they retrieve them and use them as a starting point for these situations. Students reflect on the usefulness of such tools and strategies in new circumstances.

Students compare the purposes and structures of information presented in different media, such as print, on-screen, or as an action; for example, a moving robot. Individually, students learn to process data in the form of text, images and sound to create planned information products, such as invitations, short stories, presentation files (for example, a Microsoft PowerPoint file), animations and title pages for books. Students begin to use manual (for example, proofreading) and electronic (for example, spellchecker) techniques to identify typographical errors and make appropriate corrections. They use criteria, such as the accuracy and attractiveness of their information products, to make judgments about how well they meet their purposes. Students use software tools to assist with problem solving. For example, students create a questionnaire using word-processing software to collect data about the ages and ethnicity of residents in their local area as part of their Humanities study. Their understanding of this data is then demonstrated in a presentation file. Students work collaboratively to develop their ICT skills.

When using ICT to assist with problem solving and for producing information products, students investigate and apply some practices that are ergonomically sound, such as adjusting the height of chairs to ensure that elbows are at an appropriate angle and using keying techniques that minimise wrist harm and maximise the efficiency of data entry.

Students begin to manage their files using simple ways of organising them for easy retrieval; for example, creating folders based on topics or forms such as stories, images, and projects. They compare their systems with those of other students and acknowledge and accept different approaches that work for the user. Students are introduced to the simple security strategy of using passwords to protect access to their files when working on a network.

Students continue to develop their skills in using ICT to communicate knowledge by exchanging email messages with others. When seeking new information on topics of importance or interest in all areas of the curriculum, students apply a set of procedures (such as simple key words) for locating information on the intranet and the Internet, and they determine the value of these resources by developing and applying simple criteria (for example, considering the age of the intended audience). They transfer this knowledge when they evaluate their own products.

National Statements of Learning

This learning focus statement, in conjunction with aspects of the Thinking Processes learning focus statement, incorporates aspects of the Year 3 National Statement of Learning for ICT.

In addition, students examine relevant values in particular ICT environments and identify issues and practices for using ICT in a safe and responsible manner. (National Statements of Learning for ICT).

Standards

ICT for visualising thinking

At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.

ICT for creating

At Level 3, students organise their files into folders classified in a way that is meaningful to them. Students explain the purpose of passwords for accessing files stored on networks. They follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. They create information products to assist in problem solving in all areas of the curriculum. With minimal assistance, students use ICT tools to capture and save images. They use simple editing functions to manipulate the images for use in their products.

They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound.

ICT for communicating

At Level 3, students initiate and compose email messages to known and unknown audiences and, where appropriate, send replies. Students create folders in their mailbox to organise the storage of email messages they wish to keep. They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information.

Learning focus

As students work towards the achievement of Level 3 standards in Interpersonal Development, they interact with their peers, older and younger students, and adults in both informal and formal contexts. They develop their skills and strategies for getting to know and understand others within increasingly complex situations. With teacher support, they identify different types of friendships and relationships. They discuss the expectations they have of friendship and relationship groups and acknowledge the expectations that others have of them. They recognise that relationships change and that positive relationships do not depend on always agreeing with one another.

Students are encouraged to think about their values and how these affect their feelings and behaviour. They are supported to develop relationships based on respect and the valuing of individual differences; for example, speaking respectfully about others, listening and responding appropriately and encouraging others’ contributions. They learn to respect other students’ belongings and, when appropriate, to share their own.

Students begin to explore the link between their feelings and their behaviour. They learn about empathy and use this to begin to respond to the needs of others. Using prompts and questions, they develop skills in giving and accepting constructive feedback; for example, praising or making suggestions for improvement.

Students are introduced to a variety of strategies for dealing with conflict and bullying. By articulating the conflict to be resolved, they discuss options and outcomes and work with others to develop plans and procedures to reduce the possibility of conflict, avoid or resolve conflict.

In teams, students work towards the achievement of agreed goals within a set timeframe. With teacher assistance, they develop awareness of their role in the team and responsibilities in various situations, and interact with others accordingly. Students begin to be aware that different points of view may be valid. Using provided criteria, they reflect on the effectiveness of the teams in which they participate.

National Statements of Learning

This Learning focus statement incorporates aspects of the National Statements of Learning for Civics and Citizenship, Year 3

Standards

Building social relationships

At Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.

Working in teams

At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 4, they begin to understand and use the language other than English in relation to their personal world, countries where the language is spoken (for example, its geography, history, aspects of shopping) and the world of the imagination. They begin to collect information in the language (for example, from the Internet or from modified texts). They start to explore the beliefs and lifestyles of people from other countries who now live in Australia. In preparation for Level 4 standards, students need to develop the knowledge and skills described in the progression measures.

Students consolidate previously learnt language and extend their personal vocabulary and knowledge of language structures. They read short texts, talk about daily life and adapt language that they know to new contexts.

They discern patterns and make connections between the language and English (and possibly other languages) and understand that there are rules, some of which are common across languages and some that are not.

Students experience a wide range of voices and settings where the language is used, including extended passages in both oral and written form; for example, simple stories, legends, songs and rhymes. They collect information about the settings, countries and regions where the language is spoken. Through this and other stimulus material, students are encouraged to reflect on life in these countries, as well as their own.

Students are encouraged to identify a range of natural contexts for the use of the language, and the specific features of communication in these contexts. They recognise the use of the language in information and communications technology applications and experience it in multimedia computer texts.

They make links between knowledge about relevant geography and history, or ways of thinking about specific topics/issues (for example, number systems, bargaining or haggling when shopping, the influence of social relationships) and their understanding of the language and its use.

They use simple software applications to demonstrate understanding of known vocabulary and structures. They participate in very simple interpreting and translating routines.

Students communicate relying on models and with ongoing teacher support and scaffolding. They experiment with language and express themselves by approximating meaning.

Standards

In LOTE Pathway 1, standards for assessing and reporting achievement are introduced at Level 4. Schools that provide language programs prior to Level 4 should refer to the LOTE progression measures which provide a typical sequence of second language development. The Levels 1, 2 and 3 learning focus statements provide advice for teachers about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of Level 3 standards in Mathematics, they recognise and explore patterns in numbers and shapes. They increasingly use mathematical terms and symbols to describe computations, measurements and characteristics of objects.

In Number, students use structured materials to explore place value and order of numbers to tens of thousands. They skip count to create number patterns. They use materials to develop concepts of decimals to hundredths. They use suitable fraction material to develop concepts of equivalent fractions and to compare fraction sizes. They apply number skills to everyday contexts such as shopping. They extend addition and subtraction computations to three digit numbers. They learn to multiply and divide by single digit numbers.

In Space, students sort lines, shapes and solids according to key features. They use nets to create three-dimensional shapes and explore them by counting edges, faces and vertices. They visualise and draw simple solids as they appear from different positions. They investigate simple transformations (reflections, slides and turns) to create tessellations and designs. They explore the concept of angle as turn (for example, using clock hands) and as parts of shapes and objects (for example, at the vertices of polygons). They use grid references (for example, A5 on a street directory) to specify location and compass bearings to describe directions. They use local and larger-scale maps to locate places and describe suitable routes between them.

In Measurement, chance and data, students measure the attributes of everyday objects and events using formal (for example, metres and centimetres) and informal units (for example, pencil lengths). Students tell the time using analogue and digital clocks and relate familiar activities to the calendar. Students investigate natural variability in chance events and order them from least likely to most likely. Students conduct experiments and collect data to construct simple frequency graphs. They use simple two-way tables (karnaugh maps) to sort non-numerical data.

In Structure, students use structured material (in tens, hundreds and thousands) to develop ideas about multiplication by replication and division by sharing. They recognise the possibility of remainders when dividing. They learn to use number properties to support computations (for example, they use the commutative and associative properties for adding or multiplying three numbers in any order or combination). They investigate the distributive property to develop methods of multiplication and division by single digit whole numbers. They learn to use and describe simple algorithms for computations. They use simple rules to generate number patterns (for example, ‘the next term in the sequence is two more than the previous term’). They create and complete number sentences using whole numbers, decimals and fractions.

When Working mathematically, students use mathematical symbols (for example, brackets, division and inequality, the words and, or and not). Students develop and test ideas (conjectures) across the content of mathematical experience. For example:

• in Number, the size and type of numbers resulting from computations
• in Space, the effects of transformations of shapes
• in Measurement, chance and data, the outcomes of random experiments and inferences from collected samples.

Students learn to recognise practical applications of mathematics in daily life, including shopping, travel and time of day. They identify the mathematical nature of problems for investigation. They choose and use learned facts, procedures and strategies to find solutions. They use a range of tools for mathematical work, including calculators, computer drawing packages and measuring tools.

National Statements of Learning

This learning focus statement, with the following elaboration, incorporates the Year 3 National Statement of Learning for Mathematics.

Elaboration:

They recognise angles … as parts of shapes and objects … 

Standards

Number

At Level 3, students use place value (as the idea that ‘ten of these is one of those’) to determine the size and order of whole numbers to tens of thousands, and decimals to hundredths. They round numbers up and down to the nearest unit, ten, hundred, or thousand. They develop fraction notation and compare simple common fractions such as 3/4 > 2/3 using physical models. They skip count forwards and backwards, from various starting points using multiples of 2, 3, 4, 5, 10 and 100.

They estimate the results of computations and recognise whether these are likely to be over-estimates or under-estimates. They compute with numbers up to 30 using all four operations. They provide automatic recall of multiplication facts up to 10 × 10.

They devise and use written methods for:

• whole number problems of addition and subtraction involving numbers up to 999
• multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example, 5 × 100, 5 × 70 )
• division by a single-digit divisor (based on inverse relations in multiplication tables).

They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including situations involving money. They add and subtract simple common fractions with the assistance of physical models.

Space

At Level 3, students recognise and describe the directions of lines as vertical, horizontal or diagonal. They recognise angles are the result of rotation of lines with a common end-point. They recognise and describe polygons. They recognise and name common three-dimensional shapes such as spheres, prisms and pyramids. They identify edges, vertices and faces. They use two-dimensional nets, cross-sections and simple projections to represent simple three-dimensional shapes. They follow instructions to produce simple tessellations (for example, with triangles, rectangles, hexagons) and puzzles such as tangrams. They locate and identify places on maps and diagrams. They give travel directions and describe positions using simple compass directions (for example, N for North) and grid references on a street directory.

Measurement, chance and data

At Level 3, students estimate and measure length, area, volume, capacity, mass and time using appropriate instruments. They recognise and use different units of measurement including informal (for example, paces), formal (for example, centimetres) and standard metric measures (for example, metre) in appropriate contexts. They read linear scales (for example, tape measures) and circular scales (for example, bathroom scales) in measurement contexts. They read digital time displays and analogue clock times at five-minute intervals. They interpret timetables and calendars in relation to familiar events. They compare the likelihood of everyday events (for example, the chances of rain and snow). They describe the fairness of events in qualitative terms. They plan and conduct chance experiments (for example, using colours on a spinner) and display the results of these experiments. They recognise different types of data: non-numerical (categories), separate numbers (discrete), or points on an unbroken number line (continuous).They use a column or bar graph to display the results of an experiment (for example, the frequencies of possible categories).

Structure

At Level 3, students recognise that the sharing of a collection into equal-sized parts (division) frequently leaves a remainder. They investigate sequences of decimal numbers generated using multiplication or division by 10. They understand the meaning of the ‘=’ in mathematical statements and technology displays (for example, to indicate either the result of a computation or equivalence). They use number properties in combination to facilitate computations (for example, 7 + 10 + 13 = 10 + 7 + 13 = 10 + 20). They multiply using the distributive property of multiplication over addition (for example, 13 × 5 = (10 + 3) × 5 = 10 × 5 + 3 × 5). They list all possible outcomes of a simple chance event. They use lists, venn diagrams and grids to show the possible combinations of two attributes. They recognise samples as subsets of the population under consideration (for example, pets owned by class members as a subset of pets owned by all children). They construct number sentences with missing numbers and solve them.

Working mathematically

At Level 3, students apply number skills to everyday contexts such as shopping, with appropriate rounding to the nearest five cents. They recognise the mathematical structure of problems and use appropriate strategies (for example, recognition of sameness, difference and repetition) to find solutions.

Students test the truth of mathematical statements and generalisations. For example, in:

• number (which shapes can be easily used to show fractions)
• computations (whether products will be odd or even, the patterns of remainders from division)
• number patterns (the patterns of ones digits of multiples, terminating or repeating decimals resulting from division)
• shape properties (which shapes have symmetry, which solids can be stacked)
• transformations (the effects of slides, reflections and turns on a shape)
• measurement (the relationship between size and capacity of a container).

Students use calculators to explore number patterns and check the accuracy of estimations. They use a variety of computer software to create diagrams, shapes, tessellations and to organise and present data.

Year 5 National Numeracy Benchmarks

The benchmarks describe minimum standards. For this reason, the Year 5 benchmarks relate to Level 3 Mathematics standards. Numeracy benchmarks are located at Curriculum Corporation.

Learning focus

As students work towards the achievement of Level 3 standards in Personal Learning, they begin to build on personal strengths by recognising strategies for learning which help them learn most effectively. With support, they use their past learning to inform their future learning, and begin to set learning improvement goals.

Students participate in a diverse range of learning activities that allow them to acknowledge their development as learners. They monitor their learning through strategies such as share time and seeking feedback from the teacher and, where appropriate, their peers.

Students learn to recognise the various positive and negative emotions that may be associated with their learning, and that feelings of uncertainty do not equate with an inability to complete a task. They explore the implications of impulsive behaviour and identify strategies they can use to manage impulsiveness, such as taking time to think about their opinions before giving them and considering alternative viewpoints before making a value judgment about an idea. They develop an awareness of their emotions and the capacity to use positive self-talk; for example, by compiling a list of strategies they can implement when they are feeling uncertain. Through reflection on their achievements across a range of tasks, they begin to understand the roles of persistence and effort in completing tasks. Students reflect on their own behaviour in the classroom and the personal values that inform those behaviours. They develop and respect protocols, such as codes of cooperation, that promote learning with peers. They begin to compare their own values with those agreed to by the class.

Students reflect on their contribution to the creation of a positive learning culture in the classroom and recognise that they may learn with and from peers.

With support, students develop strategies for managing their own learning, and identify the need for resource and time management in completing short tasks. They begin to use various tools, such as personal diaries and portfolios, to help them reflect on the effectiveness of the strategies they use in learning and in recording and commenting on task outcomes. They learn to set simple goals for future learning such as ‘to practise a specific skill’. They begin to review their work to check for accuracy.

Standards

The individual learner

At Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. With support, they identify their learning strengths and weaknesses and learning habits that improve learning outcomes. They seek teacher feedback to develop their content knowledge and understanding. They make and justify some decisions about their learning and, with support, set learning improvement goals. They contribute to the development of protocols that create a positive learning environment in the classroom.

Managing personal learning

At Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements. They manage their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.

Learning focus

As students work towards the achievement of Level 3 standards in Science, they begin to design and conduct experiments to explore contexts drawn from traditional and emerging sciences. They investigate questions and ideas about the natural world and learn to use scientific vocabulary in place of everyday language to describe and explain their observations and measurements. They begin to understand that the design of experiments is directly related to their questions about things and events. They learn to describe evidence in support of simple scientific ideas.

Students investigate changes they observe; for example, day becoming night, using brakes to stop a bicycle hitting a gate,seed germination and plant growth, and the regeneration of forests after a bushfire. They examine, by referring to energy transformation, the operation of a range of everyday devices; for example, gates, locks, toasters and hot water systems. They investigate the use of solar Energy in cooking or lighting or transport. Students learn about the actions of forces on objects that affect their motion and shape in everyday situations such as walking, playing ball games, blowing up balloons, playing with moving toys and riding in cars or aeroplanes. They explore the relationship between distance and the apparent size of an observed object. They participate in activities where they learn to classify a variety of materials using states of matter (solids, liquids, gases) and they learn that some materials are difficult to classify; for example, honey, plaster, jelly and carbonated soft drinks. They explore reversible and non-reversible changes to common substances such as water, vinegar and bicarbonate of soda.

They begin to understand how different parts work together in plants and animals to produce change and to aid in survival; for example, growth and movement. They realise that offspring are similar to their parents. They learn to classify things that they find in their environment as living (biotic) or non-living (abiotic). They investigate how humans affect the survival of living things and change the environment, and how interactions between living things in the environment change. They investigate natural processes that change the environment over short periods of time (tsunami, drought, floods) and long periods of time (weathering and erosion). Students are introduced to the concept of a sustainable environment and their role in contributing to it; for example, involvement in local litter programs and recycling at home and at school.

Students relate scientific ideas to their own experiences, interests and concerns, and to a variety of personal and community uses of science and links with technology; for example, the location of mobile phone towers or clearing local bushland to build new roads. They examine how scientists work and how science knowledge has developed by visiting scientists at work, listening to guest speakers or conducting research on the Internet. Students discuss safety considerations and a variety of procedures and processes (including fair tests, variables, ethical considerations relating to observing animals, and selecting and using equipment correctly) that could be used when undertaking experiments.

National Statements of Learning

This learning focus statement, with the following elaborations, incorporates the Year 3 National Statement of Learning for Science. It also incorporates aspects of the Year 5 National Statement of Learning for Science.

Elaborations:

• Students investigate changes they observe; for example, day becoming night, using brakes to stop a bicycle hitting a gate,seed germination and plant growth, and the regeneration of forests after a bushfire.
• Students learn about the actions of forces on objects that affect their motion and shape in everyday situations such as walking, playing ball games, blowing up balloons, playing with moving toys and riding in cars or aeroplanes.
• They explore the relationship between distance and the apparent size of an observed object.
• They realise that offspring are similar to their parents.

Care and Use of Animals in Victorian Schools

If your school uses animals for teaching then the following site will assist your school fulfil the requirements of the Prevention of Cruelty to Animals Act and the Australian Code of Practice for the Care and Use of Animals for Scientific Purposes.
www.education.vic.gov.au/management/schooloperations/animalcare/

Standards

Science knowledge and understanding

At Level 3, students classify a range of materials such as solids, liquids and gases according to observable properties, and demonstrate understanding that this system of classification of substances is sometimes problematic. Students describe examples of reversible and non-reversible changes in substances.

Students identify the actions of forces in everyday situations. They use the words push and pull in discussing how things can be moved and stopped. They identify forms of energy and energy transformations in the everyday world. They use appropriate scientific vocabulary to describe and explain their observations and investigations.

Students identify and describe the structural features of living things, including plants and animals. They identify how these features operate together to form systems which support living things to survive in their environments. They distinguish between biotic and abiotic factors in their environment and describe interactions that occur between them. They describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things. They describe the relationship between day and night and the rotation of the Earth. Students explain how features of the landscape are altered by processes of weathering and erosion.

Science at work

At Level 3, students plan, design, conduct and report collaboratively on experiments related to their questions about living and non-living things and events. They select and use simple measuring equipment, use a range of appropriate methods to record observations, and comment on trends. They describe the concept of a fair test and identify the variables associated with an experiment. They develop fair tests to make comparisons and explain how they have controlled experimental variables.

Students describe safety requirements and procedures associated with experiments. They explain how scientific knowledge is used, or could be used, to solve a social issue or problem. They describe aspects of the work of scientists and how this has contributed to science knowledge.

Learning focus

As students work towards the achievement of Level 3 standards in Thinking Processes, they explore aspects of their natural, constructed and social world, wondering and developing questions about it. They use a range of sources of information including observations and findings from their own investigations to answer these questions. Students develop strategies for organising and summarising information and reflecting on their thinking. They begin to categorise knowledge and ideas, identify patterns, and form generalisations. They learn to make connections between both new and established ideas and their own knowledge.

With thinking tools to assist them, students begin to ask more focused and clarifying questions. They develop skills in collecting and organising ideas from a range of sources to construct knowledge. They learn to question the validity of sources, communicate and record their questions, responses and thoughts, and give reasons for conclusions.

Students participate in a variety of investigations and activities involving problem solving that encourage them to experiment with a range of creative solutions. They begin to reflect on the approaches they use to assist them to form their solutions. They explore ideas creatively; for example, by engaging with new ideas and other perspectives.

Students give reasons for changes that may occur in their thinking. They begin to recognise that others may have different opinions and understand that reasoning can be influenced by strong feelings. They begin to question arguments presented to them; for example, those based on the assertion that ‘everybody knows’ or ‘I just know’.

Students develop language to describe specific thinking processes and, with support, use thinking tools to assist them to complete a given task. They continue to reflect regularly on their thinking, learning to describe their thinking processes verbally.

Standards

Reasoning, processing and inquiry

At Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.

Creativity

At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.

Reflection, evaluation and metacognition

At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.