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ACARA Australian Curriculum, Assessment and Reporting Authority

Year 4

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English

English Year Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs should balance and integrate all three strands. Together the strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes...

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English Content Descriptions

Language

Language variation and change
  1. Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Language for interaction
  1. Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group (ACELA1488)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Text structure and organisation
  1. Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA1492)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  4. Identify features of online texts that enhance readability including text, navigation, links, graphics and layout (ACELA1793)
    • http://www.acara.edu.au/vocabulary/mode/r
Expressing and developing ideas
  1. Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  4. Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496)
    • http://www.acara.edu.au/vocabulary/mode/r
  5. Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  6. Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters (ACELA1779)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/r
  7. Recognise homophones and know how to use context to identify correct spelling (ACELA1780)
    • http://www.acara.edu.au/vocabulary/mode/r

Literature

Literature and context
  1. Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Responding to literature
  1. Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Examining literature
  1. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Creating literature
  1. Create literary texts that explore students’ own experiences and imagining (ACELT1607)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Create literary texts by developing storylines, characters and settings (ACELT1794)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r

Literacy

Texts in context
  1. Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Interacting with others
  1. Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and use information to share and extend ideas and information (ACELY1687)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  2. Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently (ACELY1688)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
  3. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
Interpreting, analysing, evaluating
  1. Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690)
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
  2. Read different types of texts by combining contextual , semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1691)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/w
    • http://www.acara.edu.au/vocabulary/mode/l
    • http://www.acara.edu.au/vocabulary/mode/s
    • http://www.acara.edu.au/vocabulary/mode/r
Creating texts
  1. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    • http://www.acara.edu.au/vocabulary/mode/w
  2. Reread and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
    • http://www.acara.edu.au/vocabulary/mode/r
  3. Write using clearly-formed joined letters, and develop increased fluency and automaticity (ACELY1696)
    • http://www.acara.edu.au/vocabulary/mode/w
  4. Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
    • http://www.acara.edu.au/vocabulary/mode/r

English Achievement Standard

Receptive modes (listening, reading and viewing)

By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences.

They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions.

Productive modes (speaking, writing and creating)

Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas.

Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning.

English Work Sample Portfolios

Mathematics

Mathematics Year Description

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the...

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Mathematics Content Descriptions

Number and Algebra

Number and place value
  1. Investigate and use the properties of odd and even numbers (ACMNA071)
  2. Recognise, represent and order numbers to at least tens of thousands (ACMNA072)
  3. Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)
  4. Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9 (ACMNA074)
  5. Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)
  6. Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder (ACMNA076)
Fractions and decimals
  1. Investigate equivalent fractions used in contexts (ACMNA077)
  2. Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  3. Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079)
Money and financial mathematics
  1. Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Patterns and algebra
  1. Explore and describe number patterns resulting from performing multiplication (ACMNA081)
  2. Solve word problems by using number sentences involving multiplication or division where there is no remainder (ACMNA082)
  3. Use equivalent number sentences involving addition and subtraction to find unknown quantities (ACMNA083)

Measurement and Geometry

Using units of measurement
  1. Use scaled instruments to measure and compare lengths, masses, capacities and temperatures (ACMMG084)
  2. Compare objects using familiar metric units of area and volume (ACMMG290)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  3. Convert between units of time (ACMMG085)
  4. Use am and pm notation and solve simple time problems (ACMMG086)
Shape
  1. Compare the areas of regular and irregular shapes by informal means (ACMMG087)
  2. Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)
Location and transformation
  1. Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  2. Create symmetrical patterns, pictures and shapes with and without digital technologies (ACMMG091)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
Geometric reasoning
  1. Compare angles and classify them as equal to, greater than or less than a right angle (ACMMG089)

Statistics and Probability

Chance
  1. Describe possible everyday events and order their chances of occurring (ACMSP092)
  2. Identify everyday events where one cannot happen if the other happens (ACMSP093)
  3. Identify events where the chance of one will not be affected by the occurrence of the other (ACMSP094)
Data representation and interpretation
  1. Select and trial methods for data collection, including survey questions and recording sheets (ACMSP095)
  2. Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
  3. Evaluate the effectiveness of different displays in illustrating data features including variability (ACMSP097)

Mathematics Achievement Standard

By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness.

Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data.

Mathematics Work Sample Portfolios

Science

Science Year Description

The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the...

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Science Content Descriptions

Science Understanding

Biological sciences
  1. Living things have life cycles (ACSSU072)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Chemical sciences
  1. Natural and processed materials have a range of physical properties; These properties can influence their use (ACSSU074)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Earth and space sciences
  1. Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Physical sciences
  1. Forces can be exerted by one object on another through direct contact or from a distance (ACSSU076)

Science as a Human Endeavour

Nature and development of science
  1. Science involves making predictions and describing patterns and relationships (ACSHE061)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
Use and influence of science
  1. Science knowledge helps people to understand the effect of their actions (ACSHE062)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Science Inquiry Skills

Questioning and predicting
  1. With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (ACSIS064)
Planning and conducting
  1. Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
  2. Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate (ACSIS066)
Processing and analysing data and information
  1. Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS068)
  2. Compare results with predictions, suggesting possible reasons for findings (ACSIS216)
Evaluating
  1. Reflect on the investigation; including whether a test was fair or not (ACSIS069)
Communicating
  1. Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Science Achievement Standard

By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They use contact and non-contact forces to describe interactions between objects. They discuss how natural and human processes cause changes to the Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to ask questions and make predictions. They describe situations where science understanding can influence their own and others’ actions.

Students follow instructions to identify investigable questions about familiar contexts and predict likely outcomes from investigations. They discuss ways to conduct investigations and safely use equipment to make and record observations. They use provided tables and simple column graphs to organise their data and identify patterns in data. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why their methods were fair or not. They complete simple reports to communicate their methods and findings.

Science Work Sample Portfolios

Geography

Geography Year Description

The Earth’s environment sustains all life focuses on developing students’ understanding of sustainability which is about the ongoing capacity of the environment to sustain human life and wellbeing. Students recognise that people have different views on how sustainability can be achieved. They learn that sustainability means more than the careful use of resources and the safe management...

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Key inquiry questions

A framework for developing students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data.

The key inquiry questions for Year 4 are articulated below.

  • How does the environment support the lives of people and other living things?
  • How do different views about the environment influence approaches to sustainability?
  • How can people use places and environments more sustainably?

Geography Content Descriptions

Geographical Knowledge and Understanding

  1. The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  2. The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  3. The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  4. The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  5. The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  6. The sustainable management of waste from production and consumption (ACHGK025)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Geographical Inquiry and Skills

Observing, questioning and planning
  1. Develop geographical questions to investigate (ACHGS026)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Collecting, recording, evaluating and representing
  1. Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)
  2. Represent data by constructing tables and graphs (ACHGS028)
  3. Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)
Interpreting, analysing and concluding
  1. Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Communicating
  1. Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
Reflecting and responding
  1. Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Geography Achievement Standard

By the end of Year 4, students describe and compare the characteristics of places in different locations at the national scale. They identify and describe the interconnections between people and the environment.  They describe the location of selected countries in relative terms and identify simple patterns in the distribution of features of places. Students recognise the importance of the environment and identify different views on how to respond to a geographical challenge. 

Students develop geographical questions to investigate and collect and record information and data from different sources to answer these questions. They represent data and the location of places and their characteristics in simple graphic forms, including large-scale maps that use the cartographic conventions of scale, legend, title and north point. They describe the location of places and their features using simple grid references, compass direction and distance .Students interpret data to identify spatial distributions and simple patterns and draw conclusions. They present findings using geographical terminology in a range of texts. They propose individual action in response to a local geographical challenge and identify the expected effects of their proposed action.

Geography Work Sample Portfolios

History

History Year Description

First Contacts

The Year 4 curriculum introduces world history and the movement of peoples. Beginning with the history of Aboriginal and Torres Strait Islander peoples, students examine European exploration and...

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Key inquiry questions

  1. Why did the great journeys of exploration occur?
  2. What was life like for Aboriginal and/or Torres Strait Islander Peoples before the arrival of the Europeans?
  3. Why did the Europeans settle in Australia?
  4. What was the nature and consequence of contact between Aboriginal and/or Torres Strait Islander Peoples and early traders, explorers and settlers?

History Content Descriptions

Historical Knowledge and Understanding

First Contacts
  1. The diversity and longevity of Australia’s first peoples and the ways Aboriginal and/or Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the implications for their daily lives. (ACHHK077)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts. (ACHHK078)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  3. Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival. (ACHHK079)
  4. The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment (ACHHK080)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3

Historical Skills

Chronology, terms and concepts
  1. Sequence historical people and events (ACHHS081)
  2. Use historical terms (ACHHS082)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
Historical questions and research
  1. Pose a range of questions about the past (ACHHS083)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
  2. Identify sources (ACHHS216)
Analysis and use of sources
  1. Locate relevant information from sources provided (ACHHS084)
Perspectives and interpretations
  1. Identify different points of view (ACHHS085)
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
Explanation and communication
  1. Develop texts, particularly narratives (ACHHS086)
  2. Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS087)

History Achievement Standard

By the end of Year 4, students explain how and why life changed in the past, and identify aspects of the past that remained the same. They describe the experiences of an individual or group over time. They recognise the significance of events in bringing about change.

Students sequence events and people (their lifetime) in chronological order to identify key dates. They pose a range of questions about the past. They identify sources (written, physical, visual, oral), and locate information to answer these questions. They recognise different points of view. Students develop and present texts, including narratives, using historical terms.

History Work Sample Portfolios

Civics and Citizenship

Civics and Citizenship Year Description

The Year 4 curriculum introduces students to the purpose of local government and the services it provides to their community. They examine how rules and laws affect them and the importance of laws in society. Students explore cultural diversity, and in particular how belonging to different groups can shape personal identity.

The civics and citizenship content at this year level...

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Key questions

A framework for developing students’ civics and citizenship knowledge, understanding and skills at this year level is provided by the following key questions:

  • How can local government contribute to community life?
  • What is the difference between rules and laws and why are they important?
  • How has my identity been shaped by the groups to which I belong?

Civics and Citizenship Content Descriptions

Civics and Citizenship Knowledge and Understanding

Government and democracy
  1. The purpose of government and some familiar services provided at the local level (ACHCK011)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Laws and citizens
  1. The differences between ‘rules’ and ‘laws’ (ACHCK012)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Why laws are important (ACHCK013)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Citizenship, diversity and identity
  1. How a person’s identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/generalCapability/7
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1

Civics and Citizenship Skills

Questioning and research
  1. Pose questions about the society in which they live (ACHCS015)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
Analysis, synthesis and interpretation
  1. Distinguish facts from opinions in relation to civics and citizenship topics and issues (ACHCS016)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
  2. Use information to develop a point of view (ACHCS017)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
Problem solving and decision making
  1. Interact with others with respect, share views and recognise there are different points of view (ACHCS018)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Work in groups to identify issues, possible solutions and a plan for action (ACHCS019)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
Communication and reflection
  1. Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms (ACHCS020)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/7
  2. Reflect on their cultural identity and how it might be similar and different from others (ACHCS021)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/generalCapability/7
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2

Civics and Citizenship Achievement Standard

By the end of Year 4, students explain the role of local government and distinguish between rules and laws. They describe factors that shape a person’s identity and sense of belonging.

Students pose questions about the society in which they live and use information to answer them. They suggest solutions to an identified issue. They develop and present their ideas and opinions on an issue using civics and citizenship terms.

The Arts: Dance

Dance Year Description

In Years 3 and 4, learning in Dance builds on the experience of the previous band. It involves students making and responding to dance independently and collaboratively with their classmates and teachers.

Students extend their awareness of the body as they incorporate actions using different body parts, body zones and bases. They explore and experiment with directions, time, dynamics

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Dance Content Descriptions

  • Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices

    (ACADAM005)
  • Practise technical skills safely in fundamental movements (ACADAM006)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
  • Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Identify how the elements of dance and production elements express ideas in dance they make, perform and experience as audience, including exploration of Aboriginal and Torres Strait Islander dance (ACADAR008)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Dance Achievement Standard

    By the end of Year 4, students describe and discuss similarities and differences between dances they make, perform and view. They discuss how they and others organise the elements of dance in dances depending upon the purpose.

    Students structure movements into dance sequences and use the elements of dance and choreographic devices to represent a story or mood. They collaborate to make dances and perform with control, accuracy, projection and focus.

    The Arts: Drama

    Drama Year Description

    In Years 3 and 4, learning in Drama builds on the experience of the previous band. It involves students making and responding to drama independently and collaboratively with their classmates and teachers.

    Students extend their understanding of role and situation as they offer, accept and extend their ideas in improvisation. They vary voice and movement to create role when devising...

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    Drama Content Descriptions

  • Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons (ACADRR034)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Drama Achievement Standard

    By the end of Year 4, students describe and discuss similarities and differences between drama they make, perform and view. They discuss how they and others organise the elements of drama in their drama.

    Students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.

    The Arts: Media Arts

    Media Arts Year Description

    In Years 3 and 4, learning in Media Arts builds on the experience of the previous band. It involves students making and responding to media arts independently and collaboratively with their classmates and teachers.

    Students extend their understanding of structure, intent, character and settings. They use composition, sound and technologies. They consider themselves as audiences...

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    Media Arts Content Descriptions

  • Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text (ACAMAM058)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  • Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories (ACAMAM059)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Plan, create and present media artworks for specific purposes with awareness of responsible media practice (ACAMAM060)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Identify intended purposes and meanings of media artworks, using media arts key concepts, starting with media artworks in Australia including media artworks of Aboriginal and Torres Strait Islander Peoples (ACAMAR061)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
  • Media Arts Achievement Standard

    By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks.

    Students collaborate to use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

    The Arts: Music

    Music Year Description

    In Years 3 and 4, learning in Music builds on the experience of the previous band. It involves students making and responding to music independently and collaboratively with their classmates and teachers.

    Students extend their understanding of the elements of music as they develop their aural skills. They match pitch and show the direction of a tune with gesture or drawings. They...

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    Music Content Descriptions

  • Develop aural skills by exploring, imitating and recognising elements of music including dynamics, pitch and rhythm patterns (ACAMUM084)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Practise singing, playing instruments and improvising music, using elements of music including rhythm, pitch, dynamics and form in a range of pieces, including in music from the local community (ACAMUM085)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Create, perform and record compositions by selecting and organising sounds, silence, tempo and volume (ACAMUM086)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Identify intended purposes and meanings as they listen to music using the elements of music to make comparisons, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR087)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Music Achievement Standard

    By the end of Year 4, students describe and discuss similarities and differences between music they listen to, compose and perform. They discuss how they and others use the elements of music in performance and composition.

    Students collaborate to improvise composeand arrange sound, silence, tempo and volume in music that communicates ideas. They demonstrate aural skills by singing playing instruments with accurate pitch, rhythm and expression.

    The Arts: Visual Arts

    Visual Arts Year Description

    In Years 3 and 4, learning in Visual Arts builds on the experience of the previous band. It involves students making and responding to visual arts independently, and collaboratively with their classmates and teachers.

    Students extend their awareness of how and why artists, craftspeople and designers realise their ideas through different visual representations, practices, processes and

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    Visual Arts Content Descriptions

  • Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/2
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/3
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
    • http://vocabulary.curriculum.edu.au/generalCapability/1
    • http://vocabulary.curriculum.edu.au/generalCapability/4
    • http://vocabulary.curriculum.edu.au/generalCapability/5
    • http://vocabulary.curriculum.edu.au/generalCapability/6
    • http://vocabulary.curriculum.edu.au/crossCurriculum/1
    • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    • http://vocabulary.curriculum.edu.au/crossCurriculum/3
  • Visual Arts Achievement Standard

    By the end of Year 4, students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks.

    Students collaborate to plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

    Design and Technologies

    Design and Technologies Year Description

    Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

    By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations

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    Design and Technologies Content Descriptions

    Design and Technologies knowledge and understanding

    1. Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    3. Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    4. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Design and Technologies processes and production skills

    1. Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Select and use materials, components, tools and equipment using safe work practices to make designed solutions (ACTDEP016)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    4. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    5. Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5

    Design and Technologies Achievement Standard

    By the end of Year 4 students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

    Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

    Digital Technologies

    Digital Technologies Year Description

    Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community.

    By the end of Year 4, students will have had opportunities to create a range of digital...

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    Digital Technologies Content Descriptions

    Digital Technologies knowledge and understanding

    1. Explore and use a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
    2. Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1

    Digital Technologies processes and production skills

    1. Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
    2. Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    4. Explain how developed solutions and existing information systems meet common personal, school or community needs, and envisage new ways of using them (ACTDIP012)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    5. Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols (ACTDIP013)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7

    Digital Technologies Achievement Standard

    By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

    Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

    Health and Physical Education

    Health and Physical Education Year Description

    The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of...

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    Health and Physical Education Content Descriptions

    Personal, social and community health

    Being healthy, safe and active
    1. Examine how success, challenge and failure strengthen personal identities (ACPPS033)
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Explore strategies to manage physical, social and emotional change (ACPPS034)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    4. Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Communicating and interacting for health and wellbeing
    1. Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/generalCapability/7
    2. Investigate how emotional responses vary in depth and strength (ACPPS038)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
    3. Discuss and interpret health information and messages in the media and on the Internet (ACPPS039)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Contributing to healthy and active communities
    1. Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    2. Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3
    3. Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
      • http://vocabulary.curriculum.edu.au/crossCurriculum/3

    Movement and physical activity

    Moving our body
    1. Practise and refine fundamental movement skills in different movement situations (ACPMP043)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
    2. Perform movement sequences which link fundamental movement skills (ACPMP044)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/6
      • http://vocabulary.curriculum.edu.au/crossCurriculum/1
      • http://vocabulary.curriculum.edu.au/crossCurriculum/2
    3. Practise and apply movement concepts and strategies (ACPMP045)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/3
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7
    Understanding movement
    1. Examine the benefits of physical activity and physical fitness to health and wellbeing (ACPMP046)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Combine the elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    Learning through movement
    1. Adopt inclusive practices when participating in physical activities (ACPMP048)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/2
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    2. Apply innovative and creative thinking in solving movement challenges (ACPMP049)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
    3. Apply basic rules and scoring systems, and demonstrate fair play when participating (ACPMP050)
      • http://vocabulary.curriculum.edu.au/generalCapability/1
      • http://vocabulary.curriculum.edu.au/generalCapability/4
      • http://vocabulary.curriculum.edu.au/generalCapability/5
      • http://vocabulary.curriculum.edu.au/generalCapability/7

    Health and Physical Education Achievement Standard

    By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.

    Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.