Victorian Essential Learning Standards Standards Level 3

Physical, Personal and Social Learning strand Health and Physical Education
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 se uences 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. "tudents 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. "tudents 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.

Interpersonal Development
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.

Personal Learning
The individual learner At Level 3, students describe the factors that affect learning and identify strategies that will enhance their own learning. #ith 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 $ustify 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.

Civics and Citi enship

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 se uence 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 ualities of a good law. They explain why protection and care for the natural and built environment is important.
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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.

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Victorian Essential Learning Standards Standards Level 3

Discipline!"ased Learning strand #he $rts
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 and0or conventions, and use a range of skills, techni ues and processes, media, materials, e uipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techni ues and features of other people!s works that inform their own arts making. They refine their work in response to feedback and selfevaluation. 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 and0or conventions, skills, techni ues 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

English
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! ualities, 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 se uence 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 uotation marks, and accurately use full stops, commas and uestion marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and fre uently 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 pro$ect their voice ade uately 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 uestions, volunteer information and $ustify opinions.

#he Humanities
Humanities knowledge and understanding At Level 3, students describe and se uence some key events in Australian history, some key commemorations and celebrations including An1ac 2ay, 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. -rom direct observation or observation of a variety of media, they describe the human and physical characteristics of their local area and other parts of &ictoria. They describe how people use and affect different environments in &ictoria. 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 se uence. They explain some of the differences between different types of historical evidence, and frame uestions to further explore historical events. "tudents 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. 3sing atlas maps and a globe, they locate and name the states and territories of Australia.

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Victorian Essential Learning Standards Standards Level 3

%athematics
um!er At Level 3, students use place value 4as the idea that 5ten of these is one of those!6 to determine the si1e 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 307 8 *03 using physical models. They skip count forwards and backwards, from various starting points using multiples of *, 3, 7, 9, :+ and :++. 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 3+ using all four operations. They provide automatic recall of multiplication facts up to :+ ; :+. They devise and use written methods for/ whole number problems of addition and subtraction involving numbers up to <<< multiplication by single digits 4using recall of multiplication tables6 and multiples and powers of ten 4for example, 9 ; :++, 9 ; =+ 6 division by a single-digit divisor 4based on inverse relations in multiplication tables6. 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, hori1ontal or diagonal. They recognise angles are the result of rotation of lines with a common endpoint. They recognise and describe polygons. They recognise and name common threedimensional shapes such as spheres, prisms and pyramids. They identify edges, vertices and faces. They use two-dimensional nets, cross-sections and simple pro$ections to represent simple threedimensional shapes. They follow instructions to produce simple tessellations 4for example, with triangles, rectangles, hexagons6 and pu11les such as tangrams& They locate and identify places on maps and diagrams. They give travel directions and describe positions using simple compass directions 4for example, > for >orth6 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 4for example, paces6, formal 4for example, centimetres6 and standard metric measures 4for example, metre6 in appropriate contexts. They read linear scales 4for example, tape measures6 and circular scales 4for example, bathroom scales6 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 4for example, the chances of rain and snow6. They describe the fairness of events in ualitative terms. They plan and conduct chance experiments 4for example, using colours on a spinner6 and display the results of these experiments. They recognise different types of data/ non-numerical 4categories6, separate numbers 4discrete6, or points on an unbroken number line 4continuous6.They use a column or bar graph to display the results of an experiment 4for example, the fre uencies of possible categories6. 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 4for example, recognition of sameness, difference and repetition6 to find solutions. "tudents test the truth of mathematical statements and generalisations. -or example, in/ number 4which shapes can be easily used to show fractions6 computations 4whether products will be odd or even, the patterns of remainders from division6 number patterns 4the patterns of ones digits of multiples, terminating or repeating decimals resulting from division6 shape properties 4which shapes have symmetry, which solids can be stacked6 transformations 4the effects of slides, reflections and turns on a shape6 measurement 4the relationship between si1e and capacity of a container6. "tudents 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. Structure At Level 3, students recognise that the sharing of a collection into e ual-si1ed parts 4division6 fre uently leaves a remainder. They investigate se uences of decimal numbers generated using multiplication or division by :+. They understand the meaning of the 5?! in mathematical statements and technology displays 4for example, to indicate either the result of a computation or e uivalence6. They use number properties in combination to facilitate computations 4for example, = @ :+ @ :3 ? :+ @ = @ :3 ? :+ @ *+6. They multiply using the distributive property of multiplication over addition 4for example, :3 ; 9 ? 4:+ @ 36 ; 9 ? :+ ; 9 @ 3 ; 96. 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 4for example, pets owned by class members as a subset of pets owned by all children6. They construct number sentences with missing numbers and solve them.

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Victorian Essential Learning Standards Standards Level 3

% &ictorian 'urriculum and Assessment Authority ( )anuary *++,

-or more information about the &.L" visit http/00vels.vcaa.vic.edu.au

Victorian Essential Learning Standards Standards Level 3

Languages 'ther #han English
"tandards are introduced at Level 7. "chools that provide language programs prior to Level 7 should refer to the LAT. progression measures which provide a typical se uence of second language development. "ee learning focus statements for advice on learning experiences that should be included at this level.

Science
Science knowledge and understanding At Level 3, students classify a range of materials such as solids, li uids and gases according to observable properties, and demonstrate understanding that this system of classification of substances is sometimes problematic. "tudents describe examples of reversible and non-reversible changes in substances. "tudents 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. "tudents 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 .arth. "tudents 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 uestions about living and non-living things and events. They select and use simple measuring e uipment, 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. "tudents describe safety re uirements 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.

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Victorian Essential Learning Standards Standards Level 3

Interdisciplinary Learning strand Communication
"tandards are introduced at Level 7. "ee learning focus statements for advice on learning experiences that should be included at this level.

Design, Creativity and #echnology

#nvestigating 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 re uirements. 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 materials0ingredients and explain the characteristics and properties that make them suitable for use in products. "tudents think ahead about the order of their work and list basic steps to make the product or system they have designed. $roducing At Level 3, students use their list of steps and are able to choose appropriate tools, e uipment and techni ues to alter and combine materials0ingredients and assemble systems components. They use a variety of simple techni ues0processes and a range of materials0ingredients to safely and hygienically alter and combine materials0ingredients and put together components to make products and simple systems that have moving parts. %nalysing 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 and0or how well it meets the intended purpose.

In(ormation and Communications #echnology

#CT &or visual thinking At Level 3, students use B'T tools to list ideas, order them into logical se uences, and identify relationships between them. "tudents 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. #CT &or creating At Level 3, students organise their files into folders classified in a way that is meaningful to them. "tudents 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. #ith minimal assistance, students use B'T 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 fre uently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. "tudents make ad$ustments to their e uipment and apply techni ues that are ergonomically sound. #CT &or communicating At Level 3, students initiate and compose email messages to known and unknown audiences and, where appropriate, send replies. "tudents 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.

#hin)ing Processes
Reasoning" processing and in'uiry At Level 3, students collect information from a range of sources to answer their own and others! uestions. They uestion 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 uestioning and integrate available information to explore ideas. Re&lection" 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 $ustify changes in their thinking.

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