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Auslan - Second Language Learner - F–10 Sequence: Levels 3 and 4 achievement standards
By the end of Level 4, students participate in classroom routines and structured interactions with teachers and peers. They communicate about daily routines, interests and pastimes; recount personal experiences and classroom events; and describe people, experiences or activities using simple depicting...
Level description | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4
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VC2M6P02
conduct repeated chance experiments and run simulations with an increasing number of trials using digital tools; compare observations with expected results and discuss the effect on variation of increasing the number of trials
Elaborations
- using digital tools to simulate multiple tosses of a coin or dice and comparing the relative frequency of an outcome as the number of trials increases; and identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials
- using online simulations of repeated random events to recognise emerging patterns, discussing and comparing expected results to the actual results
- investigating the relative frequencies of all outcomes for a chance experiment and verifying that their sum equals one
- systematically recording the outcome of large numbers of spins on a spinner and analysing the relative frequencies of outcomes, representing these as percentages
VC2M6P02 | Mathematics | Mathematics Version 2.0 | Level 6 | Probability
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VC2M7P02
conduct repeated chance experiments and run simulations with a large number of trials using digital tools; compare predicted with observed results, explaining the differences and the effect of sample size on the outcomes
Elaborations
- developing an understanding of the law of large numbers through using experiments and simulations to conduct large numbers of trials for seemingly random events and discussing findings
- conducting simulations using online simulation tools and comparing the combined results of a large number of trials to predicted results
- exploring and observing Aboriginal and/or Torres Strait Islander children’s instructive games – for example, Koara from the Jawi and Bardi Peoples of Sunday Island in Western Australia – to investigate probability, predicting outcomes for an event and comparing with increasingly larger numbers of trials, and comparing observed and expected results
VC2M7P02 | Mathematics | Mathematics Version 2.0 | Level 7 | Probability
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Mathematics | Mathematics Version 2.0: Learning in Mathematics Version 2.0
Learning in Mathematics emphasises the importance of providing opportunities for students to develop proficiency in mathematics. This development of proficiency is achieved in how content is explored or developed, that is, how students experience the thinking and doing of mathematics.
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Overview material | Mathematics Version 2.0
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VC2M3A03
recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts
Elaborations
- using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts
- recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives
- practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts
- systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns
VC2M3A03 | Mathematics | Mathematics Version 2.0 | Level 3 | Algebra
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VC2M4N02
investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9
Elaborations
- recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
VC2M4N02 | Mathematics | Mathematics Version 2.0 | Level 4 | Number
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VCMNA154
Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9
Elaborations
- recognising that number sequences can be extended indefinitely, and determining any patterns in the sequences
VCMNA154 | Mathematics | Level 4 | Number and Algebra | Number and place value
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VCMNA136
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Elaborations
- partitioning areas, lengths and collections to create halves, thirds, quarters and fifths, such as folding the same sized sheets of paper to illustrate different unit fractions and comparing the number of parts with their sizes
- locating unit fractions on a number line
- recognising that in English the term ‘one third’ is used (order: numerator, denominator) but in other languages, such as Japanese for example, this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator)
VCMNA136 | Mathematics | Level 3 | Number and Algebra | Fractions and decimals
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VC2M7M03
describe the relationship between and the circumference, radius and diameter of a circle
Elaborations
- recognising the features of circles and their relationships to one another; for example, labelling the parts of a circle including centre, radius, diameter and circumference and using one of radius, diameter or circumference to determine the measure of the other 2; and understanding that the diameter of a circle is twice the radius, or that the radius is the circumference divided by
- comparing the circumference of circles in relation to their radius and diameter with materials and measuring, to establish measurement formulas; for example, using a compass to draw several circles, then using string to approximate the circumference, comparing the length of string to the diameter of the circle
- investigating as the constant in the proportional relationship between the circumference of a circle and its diameter, and historical approximations from different civilisations, including Egypt, Babylon, Greece, India and China
- investigating the applications and significance of circles in everyday life of Aboriginal and Torres Strait Islander Peoples, such as in basketry, symbols and architecture, recognising the relationships between the centre, radius, diameter and circumference
VC2M7M03 | Mathematics | Mathematics Version 2.0 | Level 7 | Measurement
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VC2M8SP03
describe in different ways the position and location of three-dimensional objects in 3 dimensions, including using a three-dimensional Cartesian coordinate system with the use of dynamic geometry software or other digital tools
Elaborations
- locating aircraft or drones using latitude, longitude and altitude as a three-dimensional coordinate system
- constructing three-dimensional objects using 3D printers or designing software that uses a three-dimensional coordinate system
- comparing and contrasting two-dimensional and three-dimensional coordinate systems by highlighting what is the same and what is different, including virtual maps versus street views
- using dynamic geometry software to construct shapes and objects within the first quadrant of a three-dimensional coordinate system
- interpretingthree-dimensionalcoordinatelocationsfor objectsinmultistoreycarparks, orplayinggames based onthree-dimensional coordinate systems such asthree-dimensionalnoughts-and-crosses
- exploring position and transformation through geospatial technologies used by Aboriginal and/or Torres Strait Islander communities
VC2M8SP03 | Mathematics | Mathematics Version 2.0 | Level 8 | Space
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Health and Physical Education | Health and Physical Education: Structure
The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.
Strands and sub-strands
Strands Personal, Social and Community Health Overview material | Health and Physical Education
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VC2M1M01
compare directly and indirectly and order objects and events using attributes of length, mass, capacity and duration, communicating reasoning
Elaborations
- using a piece of string to indirectly compare the length of several objects, deciding which will fit within a space, and using comparative language to describe the order (shortest, short, longer, longest)
- ordering the mass of 3 or more objects, such as rocks, using hefting and balance scales, and using comparative language to explain the order (lightest, light, heavier, heaviest) and how they decided on the order
- pouring sand, rice or water from one container to another to compare and order the capacity of 3 or more containers, and describing the order of the results in terms of which holds the most/least and those in between
- creating sand timers from everyday items or recycled materials and comparing them to order the duration of time required for the sand to run through
- investigating situations where Aboriginal and/or Torres Strait Islander Peoples estimate, compare and communicate measurements, for example, situations involving the duration of seasons, understanding animal behaviour using the length of animal tracks, or investigating capacity through Aboriginal and/or Torres Strait Islander water management techniques, such as traditional water-carrying vessels and rock holes
VC2M1M01 | Mathematics | Mathematics Version 2.0 | Level 1 | Measurement
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Critical and Creative Thinking: Levels 3 and 4 description
In Levels 3 and 4, the curriculum focuses on developing the knowledge, skills and understanding to improve and monitor thinking. Students learn and consider the advantages of different thinking techniques. Students learn there are different ways to respond to problems, visualise thinking and think...
Level description | Capabilities | Critical and Creative Thinking
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VCEALL205
Use some high-frequency adjective–noun and verb–adverb combinations
Elaborations
- describing illustrations using short noun phrases and verb phrases, such as ‘big ball’, ‘run fast’
VCEALL205 | Curriculum content | English as an Additional Language (EAL) | Level BL | Reading and Viewing | Linguistic Structures and Features
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VCELY450
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features
Elaborations
- checking for run on sentences, eliminating unnecessary detail or repetition, and providing clear introductory and concluding paragraphs
VCELY450 | Curriculum content | English | Level 9 | Writing | Literacy
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VCMSP234
Compare observed frequencies across experiments with expected frequencies
Elaborations
- predicting likely outcomes from a run of chance events and distinguishing these from surprising results
VCMSP234 | Mathematics | Level 6 | Statistics and Probability | Chance
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Mathematics Version 2.0: Level 6 description
In Level 6, learning in Mathematics builds on each student’s prior learning and experiences. Students engage in a range of approaches to the learning and doing of mathematics that develop their understanding of and fluency with concepts, procedures and processes by making connections...
Level description | Mathematics | Mathematics Version 2.0
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English | English as an Additional Language (EAL): Structure
The English as an Additional Language (EAL) curriculum is organised by pathways, language modes and strands.
Pathways
The EAL curriculum is a continuum structured as three EAL pathways (A, B, C). Each pathway describes a different stage of English-language learning (early, mid and late), and...
Overview material | English as an Additional Language (EAL)
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VC2M5P01
list the possible outcomes of chance experiments involving equally likely outcomes and compare to those that are not equally likely
Elaborations
- discussing what it means for outcomes to be equally likely and comparing the number of possible and equally likely outcomes of chance events; for example, when drawing a card from a standard deck of cards there are 4 possible outcomes if you are interested in the suit, 2 possible outcomes if you are interested in the colour or 52 outcomes if you are interested in the exact card
- discussing how chance experiments that have equally likely outcomes can be referred to as random chance events; for example, if all the names of students in a class are placed in a hat and one is drawn at random, each person has an equally likely chance of being drawn
- commenting on the chance of winning games by considering the number of possible outcomes and the consequent chance of winning
- investigating why some games are fair and others are not; for example, drawing a track game to resemble a running race and taking it in turns to roll 2 dice, where the first runner moves a square if the difference between the 2 dice is zero, one or 2 and the second runner moves a square if the difference is 3, 4 or 5, and responding to the questions ‘Is this game fair?’, ‘Are some differences more likely to come up than others?’ and ‘How can you work that out?’
- comparing the chance of a head or a tail when a coin is tossed, whether some numbers on a dice are more likely to be facing up when the dice is rolled, or the chance of getting a 1, 2 or 3 on a spinner with uneven regions for the numbers
- discussing supermarket promotions such as collecting stickers or objects and whether there is an equal chance of getting each of them
VC2M5P01 | Mathematics | Mathematics Version 2.0 | Level 5 | Probability
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VCASFU158
Understand that clauses can be enriched through the use of adjectives and adverbs (when, where, how), often produced with non-manual features
Elaborations
- exploring different semantic types of verbs in a text, for example by showing how:
- doing (WALK, WRITE) and saying (TELL, CALL-OUT ANNOUNCE?) verbs in narrative texts give information about a characters’ actions
- sensing (SEE, THINK) or possessing (BELONG, OWN) verbs indicate what characters think, feel or own
- relating verbs identify or describe a noun, for example, HAVE in PRO3 HAVE LONG-HAIR
- understanding how DSs and adverbs can give extra information about an activity
- noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
- contributing examples of signs that tell
- when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
- where a verb happens (PRO3 RUN FAR or COME HERE)
- how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
- understanding that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun or nouns) and the surrounding circ*mstances (adverb or adverbs)
- knowing that signing involves either telling with signs or showing with DSs and periods of CA
MAN WALK SLOW
DS(point):man-walks-slowly
CA:man-swinging-arms-nonchalantly
VCASFU158 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language
- exploring different semantic types of verbs in a text, for example by showing how:
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