• Science
• English

• Information and Communications Technology
• Thinking Processes

Science Level 3 
Standards
Science knowledge and understanding
At Level 3, students identify and describe the structural features of living things, including plants and animals. They identify how these features operate together to form systems which support living things to survive in their environments.
ICT Level 3

Standards
ICT for visualising thinking
At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.

ICT for creating
At Level 3, students follow simple plans and use tools and a range of data types to create information products designed to inform, persuade, entertain or educate particular audiences. They create information products to assist in problem solving in all areas of the curriculum. With minimal assistance, students use ICT tools to capture and save images. They use simple editing functions to manipulate the images for use in their products.

They make ongoing modifications to their work to correct the spelling of frequently used words and to rectify simple formatting errors. They evaluate the final information product and describe how well it meets its purpose. Students make adjustments to their equipment and apply techniques that are ergonomically sound.

English

Standards
Reading
At Level 3, students read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features. They interpret the main ideas and purpose of texts. They infer meaning from material presented in informative texts. They use several strategies to locate, select and record key information from texts.

Writing
At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information.

Speaking and listening
At Level 3, students vary their speaking and listening for a small range of contexts, purposes and audiences. They project their voice adequately for an audience, use appropriate spoken language features, and modify spoken texts to clarify meaning and information. They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions.

Thinking Processes
Standards
Reasoning, processing and inquiry
At Level 3, students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.

Creativity
At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.

Reflection, evaluation and metacognition
At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

© State of Victoria 2006  
Anne Baird, Deirdre McKenzie and Tanya Chalmers attended an Intel Teach to the Future Essentials Course and provided the idea for this portfolio.
Copyright is owned by the Crown in right of the State of Victoria.  It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgment of the source and no commercial usage or sale.  Reproduction for the purposes other than those indicated above requires the written permission of the Department of Education and Training. Requests and enquiries concerning reproduction and copyright should be addressed to the Liability Management Manager, Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears no responsibility for any modifications made.

* Other names and brands may be claimed as the property of others.

 


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