Australian Curriculum Map: Years 3 & 4

Learning Areas / Health and Physical Education / Personal, Social and Community HealthCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Being healthy, safe and activeExplore how success, challenge and failure strengthen identities
Explore strategies to manage physical, social and emotional change
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
Communicating and interacting for health and wellbeingDescribe how respect, empathy and valuing diversity can positively influence relationships
Investigate how emotional responses vary in depth and strength
Discuss and interpret health information and messages in the media and internet
Contributing to healthy and active communitiesDescribe strategies to make the classroom and playground healthy, safe and active spaces
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing
Research own heritage and cultural identities, and explore strategies to respect and value diversity

Learning Areas / Humanities and Social Sciences / HASS / Inquiry and skillsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
QuestioningPose questions to investigate people, events, places and issues
Pose questions to investigate people, events, places and issues
ResearchingLocate and collect information and data from different sources, including observations
Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
Locate and collect information and data from different sources, including observations
Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions
Sequence information about people’s lives and events
AnalysingExamine information to identify different points of view and distinguish facts from opinions
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
Examine information to identify different points of view and distinguish facts from opinions
Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns
Evaluating and reflectingDraw simple conclusions based on analysis of information and data
Interact with others with respect to share points of view
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
Draw simple conclusions based on analysis of information and data
Interact with others with respect to share points of view
Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions
CommunicatingPresent ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms
Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

Learning Areas / Humanities and Social Sciences / HASS / Knowledge and UnderstandingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
HistoryThe importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community
Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems
Celebrations and commemorations in places around the world (for example, Chinese New Year in countries of the Asia region, Bastille Day in France, Independence Day in the USA), including those that are observed in Australia (for example, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan)
The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)
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
Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival
The 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 on, for example, people and environments
GeographyThe representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human
The location of Australia’s neighbouring countries and the diverse characteristics of their places
The main climate types of the world and the similarities and differences between the climates of different places
The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places
The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia
The importance of environments, including natural vegetation, to animals and people
The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability
The use and management of natural resources and waste, and the different views on how to do this sustainably
Civics and citizenshipThe importance of making decisions democratically
Who makes rules, why rules are important and the consequences of rules not being followed
Why people participate within communities and how students can actively participate and contribute
The role of local government and the decisions it makes on behalf of the community
The differences between ‘rules’ and ‘laws’, why laws are important and how they affect the lives of people, including experiences of Aboriginal and Torres Strait Islander Peoples
The different cultural, religious and/or social groups to which they and others in the community belong

Learning Areas / Technologies / Design and TechnologiesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Design and Technologies Knowledge and UnderstandingRecognise 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
Investigate how forces and the properties of materials affect the behaviour of a product or system
Investigate food and fibre production and food technologies used in modern and traditional societies
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
Design and Technologies Processes and Production SkillsCritique 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
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
Plan a sequence of production steps when making designed solutions individually and collaboratively

Learning Areas / Science / Science UnderstandingCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Biological sciencesLiving things can be grouped on the basis of observable features and can be distinguished from non-living things
Living things have life cycles
Living things depend on each other and the environment to survive
Chemical sciencesA change of state between solid and liquid can be caused by adding or removing heat
Natural and processed materials have a range of physical properties that can influence their use
Earth and space sciencesEarth’s rotation on its axis causes regular changes, including night and day
Earth’s surface changes over time as a result of natural processes and human activity
Physical sciencesHeat can be produced in many ways and can move from one object to another
Forces can be exerted by one object on another through direct contact or from a distance

Learning Areas / Science / Science as a Human EndeavourCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Nature and development of scienceScience involves making predictions and describing patterns and relationships
Science involves making predictions and describing patterns and relationships
Use and influence of scienceScience knowledge helps people to understand the effect of their actions
Science knowledge helps people to understand the effect of their actions

Learning Areas / Science / Science Inquiry SkillsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Questioning and predictingWith guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge
With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge
Planning and conductingWith guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately
With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment
Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately
Processing and analysing data and informationCompare results with predictions, suggesting possible reasons for findings
Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends
Compare results with predictions, suggesting possible reasons for findings
CommunicatingRepresent and communicate observations, ideas and findings using formal and informal representations
Represent and communicate observations, ideas and findings using formal and informal representations
EvaluatingReflect on investigations, including whether a test was fair or not
Reflect on investigations, including whether a test was fair or not

General Capabilities / Critical and Creative Thinking / Inquiring – identifying, exploring and organising information and ideasCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Pose questionspose questions to expand their knowledge about the world
Identify and clarify information and ideasidentify main ideas and select and clarify information from a range of sources
Organise and process informationcollect, compare and categorise facts and opinions found in a widening range of sources

General Capabilities / Critical and Creative Thinking / Generating ideas, possibilities and actionsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Imagine possibilities and connect ideasexpand on known ideas to create new and imaginative combinations
Consider alternativesexplore situations using creative thinking strategies to propose a range of alternatives
Seek solutions and put ideas into actionexperiment with a range of options when seeking solutions and putting ideas into action

General Capabilities / Critical and Creative Thinking / Reflecting on thinking and processesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Think about thinking (metacognition)reflect on, explain and check the processes used to come to conclusions
Reflect on processesidentify pertinent information in an investigation and separate into smaller parts or ideas
Transfer knowledge into new contextstransfer and apply information in one setting to enrich another

General Capabilities / Critical and Creative Thinking / Analysing, synthesising and evaluating reasoning and proceduresCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Apply logic and reasoningidentify and apply appropriate reasoning and thinking strategies for particular outcomes
Draw conclusions and design a course of actiondraw on prior knowledge and use evidence when choosing a course of action or drawing a conclusion
Evaluate procedures and outcomesexplain and justify ideas and outcomes

General Capabilities / Personal and Social Capability / Self-awarenessCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Recognise emotionsdescribe the influence that people, situations and events have on their emotions
Recognise personal qualities and achievementsdescribe personal strengths and challenges and identify skills they wish to develop
Understand themselves as learnersidentify and describe factors and strategies that assist their learning
Develop reflective practicereflect on personal strengths and achievements, based on self-assessment strategies and teacher feedback

General Capabilities / Personal and Social Capability / Self-managementCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Express emotions appropriatelyidentify and describe strategies to manage and moderate emotions in increasingly unfamiliar situations
Develop self-discipline and set goalsexplain the value of self-discipline and goal-setting in helping them to learn
Work independently and show initiativeconsider, select and adopt a range of strategies for working independently and taking initiative
Become confident, resilient and adaptablepersist with tasks when faced with challenges and adapt their approach where first attempts are not successful

General Capabilities / Personal and Social Capability / Social awarenessCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Appreciate diverse perspectivesdiscuss the value of diverse perspectives and describe a point of view that is different from their own
Contribute to civil societyidentify the various communities to which they belong and what they can do to make a difference
Understand relationshipsdescribe factors that contribute to positive relationships, including with people at school and in their community

General Capabilities / Personal and Social Capability / Social managementCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Communicate effectivelyidentify communication skills that enhance relationships for particular groups and purposes
Work collaborativelydescribe characteristics of cooperative behaviour and identify evidence of these in group activities
Make decisionscontribute to and predict the consequences of group decisions in a range of situations
Negotiate and resolve conflictidentify a range of conflict resolution strategies to negotiate positive outcomes to problems
Develop leadership skillsdiscuss the concept of leadership and identify situations where it is appropriate to adopt this role

General Capabilities / Ethical Understanding / Understanding ethical concepts and issuesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Recognise ethical conceptsidentify ethical concepts, such as equality, respect and connectedness, and describe some of their attributes
Explore ethical concepts in contextdiscuss actions taken in a range of contexts that include an ethical dimension
discuss actions taken in a range of contexts that include an ethical dimension

General Capabilities / Ethical Understanding / Reasoning in decision making and actionsCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Reason and make ethical decisionsexplain reasons for acting in certain ways, including the conflict between self-respect and self-interest in reaching decisions
Consider consequencesexamine the links between emotions, dispositions and intended and unintended consequences of their actions on others
Reflect on ethical actionconsider whether having a conscience leads to ways of acting ethically in different scenarios

General Capabilities / Ethical Understanding / Exploring values, rights and responsibilitiesCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Examine valuesidentify and describe shared values in familiar and unfamiliar contexts
Explore rights and responsibilitiesinvestigate children’s rights and responsibilities at school and in the local community
Consider points of viewdescribe different points of view associated with an ethical dilemma and give possible reasons for these differences

General Capabilities / Intercultural Understanding / Recognising culture and developing respectCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Investigate culture and cultural identityidentify and describe variability within and across cultural groups
Explore and compare cultural knowledge, beliefs and practicesdescribe and compare a range of cultural stories, events and artefacts
Develop respect for cultural diversityidentify and discuss the significance of a range of cultural events, artefacts or stories recognised in the school, community or nation

General Capabilities / Intercultural Understanding / Interacting and empathising with othersCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Communicate across culturesrecognise there are similarities and differences in the ways people communicate, both within and across cultural groups
Consider and develop multiple perspectivesidentify and describe shared perspectives within and across various cultural groups
Empathise with othersimagine and describe the feelings of others in a range of contexts

General Capabilities / Intercultural Understanding / Reflecting on intercultural experiences and taking responsibilityCommunitySustainabilitySocial JusticeCreativityIdentityChangeDiscoveryConnectionsIntroduction
Reflect on intercultural experiencesidentify and describe what they have learnt about themselves and others from real, virtual and vicarious intercultural experiences
Challenge stereotypes and prejudicesexplain the dangers of making generalisations about individuals and groups
Mediate cultural differenceidentify ways of reaching understanding between culturally diverse groups

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