Victorian Curriculum Map: Years 3 & 4

Learning Areas / Health and Physical EducationCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Personal, Social and Community HealthParticipate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing
Describe strategies to make the classroom and playground healthy, safe and active spaces
Investigate how emotional responses vary in family situations and in friendship groups
Discuss and interpret health information and messages in the media
Describe factors that can positively influence relationships and personal wellbeing
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe
Identify and practise strategies to promote health, safety and wellbeing
Explore strategies to manage physical, social and emotional change
Examine how success, challenge and failure strengthen personal identities

Learning Areas / The Humanities / Civics and CitizenshipCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Government and DemocracyIdentify how and why decisions are made democratically in communities
Explain the roles of local government and some familiar services provided at the local level
Identify features of government and law and describe key democratic values
Laws and CitizensDistinguish between rules and laws and discuss why rules and laws are important
Explain how and why people make rules
Citizenship, Diversity and IdentityInvestigate why and how people participate within communities and cultural and social groups
Describe the different cultural, religious and/or social groups to which they and others in the community may belong

Learning Areas / The Humanities / GeographyCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Geographical Concepts and SkillsInterpret maps and other geographical data and information to develop identifications, descriptions, explanations and conclusions, using geographical terminology including simple grid references, compass direction and distance
Collect and record relevant geographical data and information from the field and other sources
Represent data and the location of places and their characteristics by constructing tables and simple graphs and maps of appropriate scale that conform to cartographic conventions of border, scale, legend, title and north point
Identify and explain the interconnections within places and between places
Identify and describe locations and spatial distributions and patterns
Identify and describe the characteristics of places in different locations at a range of scales
Geographical KnowledgeSimilarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there
Similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places
Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably
Main climates of the world and the similarities and differences between the climates of different places
The many Countries/Places of Aboriginal and Torres Strait Islander peoples throughout Australia, and the custodial responsibility they have for Country/Place, and how this influences views about sustainability
Representation of Australia as states and territories, and Australia’s major natural and human characteristics
Location of Australia’s neighbouring countries and the diverse characteristics of their places
Location of major countries of Africa and South America in relation to Australia and their major characteristics including the types of vegetation and native animals in at least two countries for both continents

Learning Areas / The Humanities / HistoryCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Historical Concepts and SkillsDescribe the significance of Australian celebrations, symbols and emblems
Identify and explain the causes and effects of European settlement and exploration
Identify and describe continuity and change over time in the local community, region or state and as a result of the effects of European exploration
Describe perspectives of people from the past
Identify the origin and content features of primary sources when describing the significance of people, places and events
Sequence significant events in chronological order to create a narrative about one navigator, explorer or trader and Australian settlement
Historical KnowledgeThe nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions
Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival
The journey(s) of a significant world navigator, explorer or trader up to the late eighteenth century, including their contacts with and effects on other societies
The diversity and longevity of Australia’s first peoples and the significant ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives
Significance of celebrations and commemorations in other places around the world
Significance of days and weeks celebrated or commemorated in Australia and the importance of symbols and emblems, including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day
One significant narrative, myths or celebration from the past
The role that people of diverse backgrounds have played in the development and character of the local community and/or other societies
A significant example of change and a significant example of continuity over time in the local community, region or state/territory
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area

Learning Areas / Technologies / Design and TechnologiesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Technologies and SocietyRecognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs
Technologies ContextsInvestigate the suitability of materials, systems, components, tools and equipment for a range of purposes
Investigate food preparation techniques used in modern or traditional societies
Investigate food and fibre production used in modern or traditional societies
Investigate how forces and the properties of materials affect the behaviour of a designed solution
Creating Designed SolutionsPlan a sequence of production steps when making designed solutions
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities
Select and use materials, components, tools and equipment using safe work practices to produce designed solutions
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions

Capabilities / Critical and Creative ThinkingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Questions and PossibilitiesExplore reactions to a given situation or problem and consider the effect of pre-established preferences
Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas
Construct and use open and closed questions for different purposes
ReasoningIdentify and use ‘If, then…’ and ‘what if…’ reasoning
Explore distinctions when organising and sorting information and ideas from a range of sources
Distinguish between main and peripheral ideas in own and others information and points of view
Investigate why and when the consequences of a point of view should be considered
Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view
Meta-CognitionInvestigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses
Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies
Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal

Capabilities / Ethical CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Understanding ConceptsExplore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why
Discuss the ways to identify ethical considerations in a range of problems
Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations
Decision Making and ActionsExplore how apparently wrong actions can sometimes lead to good outcomes and the reverse
Discuss the role of personal values and dispositions in ethical decision-making and actions

Capabilities / Intercultural CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Cultural PracticesDescribe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures
Compare their own and others cultural practices, showing how these may influence the ways people relate to each other
Cultural DiversityIdentify how understandings between culturally diverse groups can be encouraged and achieved
Explain the role of cultural traditions in the development of personal, group and national identities

Capabilities / Personal and Social CapabilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Self-Awareness and ManagementName and describe the skills required to work independently
Identify how persistence and adaptability can be used when faced with challenging situations and change
Identify and explore the expression of emotions in social situations and the impact on self and others
Identify personal strengths and select personal qualities that could be further developed
Social Awareness and ManagementIdentify conflicts that may occur in peer groups and suggest possible causes and resolutions
Identify the importance of including others in activities, groups and games
Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate
Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion
Describe the ways in which similarities and differences can effect relationships

Learning Areas / Science / Science UnderstandingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Science as a human endeavourScience knowledge helps people to understand the effects of their actions
Biological sciencesDifferent living things have different life cycles and depend on each other and the environment to survive
Living things can be grouped on the basis of observable features and can be distinguished from non-living things
Chemical sciencesChanges to materials can be reversible, including melting, freezing, evaporating, or irreversible, including burning and rusting
Solids, liquids and gases behave in different ways and have observable properties that help to classify them
Natural and processed materials have a range of physical properties; these properties can influence their use
A change of state between solid and liquid can be caused by adding or removing heat
Earth and space sciencesEarth’s surface changes over time as a result of natural processes and human activity
Earth’s rotation on its axis causes regular changes, including night and day
Physical sciencesForces can be exerted by one object on another through direct contact or from a distance
Heat can be produced in many ways and can move from one object to another; a change in the temperature of an object is related to the gain or loss of heat by the object

Learning Areas / Science / Science Inquiry SkillsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge
Planning and conductingSuggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests
Recording and processingUse a range of methods including tables and column graphs to represent data and to identify patterns and trends
Use formal measurements in the collection and recording of observations
Analysing and evaluatingReflect on an investigation, including whether a test was fair or not
Compare results with predictions, suggesting possible reasons for findings
CommunicatingRepresent and communicate observations, ideas and findings to show patterns and relationships using formal and informal scientific language
Safely use appropriate materials, tools, equipment and technologies

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