View Curriculum Focus | Learning Outcomes

Learning Outcomes & Indicators

At Level 4 the student is able to:

Shape and space

4.1 MASPS401

Recognise, describe and represent parallel, perpendicular, horizontal and vertical lines, right angles, and angles greater than or less than 90 degrees (multiples of 45 degrees). This is evident when the student is able to: classify angles as right angles, those greater than and those less than a right angle identify lines in the environment (e.g. list parallel lines seen in the classroom) use a ruler and a protractor to draw accurate angles (multiples of 45 degrees).

4.2 MASPS402

Analyse, explain and compare the spatial properties of lines, angles, polygons, polyhedra and cross-sections using conventional spatial terms. This is evident when the student is able to: describe a three-dimensional object in detail (e.g. this triangular prism has 6 vertices and 5 faces, and 2 of the faces are parallel) classify shapes and objects according to properties (e.g. the triangles in this group all have equal length sides and equal angles) use knowledge of a shape’s properties to construct a figure using a computer program (e.g. construct a rectangle using LOGO) Year 7 benchmark: recognise, describe and name common two-dimensional shapes (i.e. right-angled and equilateral triangles, quadrilateral, parallelogram and octagon) and three-dimensional shapes (i.e. rectangular, triangular and hexagonal prisms, tetrahedron and square-based pyramid) and representations of these Year 7 benchmark: use geometrical language (i.e. two-dimensional, three-dimensional, diagonal, right angle, parallel, perimeter, circumference, degrees and major compass points – N, S, E, W) to describe, classify and compare shapes and objects (e.g. the crowd lined the perimeter of the playing field; this is an equilateral triangle because it has three equal sides; identify a chocolate bar as a triangular prism because it has two triangular faces and three rectangular faces).

4.3 MASPS403

Make congruent copies of given three-dimensional objects. This is evident when the student is able to: accurately build a model from a drawing with measurements given (e.g. use joining cubes to build an L-shaped model from a sketch plan) construct a net to build a cube to size use a computer drawing package to make congruent representations of given three-dimensional objects.

4.4 MASPS404

Draw conventional representations of prisms, pyramids, cylinders and cones. This is evident when the student is able to: use conventions for drawing three-dimensional objects to show the depth dimension (e.g. draw a cube with some rectangular faces drawn as parallelograms, and dotted lines for hidden edges) use a computer drawing package to represent three-dimensional objects showing the depth dimension.

4.5 MASPS405

Visualise, explain and represent ‘what is not seen’ of an object. This is evident when the student is able to: identify faces of an object with parts of its net predict various nets for pyramids and prisms by sketching describe how many small cubes were used to make a larger cube (e.g. from a drawing of a cube 4 long × 4 wide × 4 high, consider the ‘hidden’ cubes).

4.6 MASPS406

Visualise, test and describe transformations of shapes. This is evident when the student is able to: predict and describe the shapes and movements required to make or continue a spatial pattern design and use a template of a figure to make a tessellating pattern explain why certain types of shapes will or will not tessellate identify lines of symmetry in complex shapes (e.g. block alphabet letter shapes) use a computer drawing package to transform (rotate, reflect, translate) simple shapes Year 7 benchmark: identify symmetrical two-dimensional shapes and recognise line symmetry in two-dimensional shapes, e.g. pick out triangles that have line symmetry from those that don’t Year 7 benchmark: describe single movements of two-dimensional shapes, i.e. flip (reflection), slide (translation) and turn (rotation), and use combinations of these to create patterns, e.g. to change to give it is turned (rotated) through a right angle.

4.7 MASPS407

Enlarge (or reduce) two-dimensional shapes and simple three-dimensional objects. This is evident when the student is able to: use a square grid to reduce or enlarge a two-dimensional shape use larger cubes to enlarge a box made of cubes use a computer drawing package to transform (enlarge, reduce) simple shapes.

Location

4.1 MASPL401

Use and understand conventional location language including distance and direction. This is evident when the student is able to: give a clear sequence of directions (e.g. travel north to the fork at G9 on this map, turn right, continue north-east for about 5 kilometres) describe turn using fractions of a full turn (quarter, half, three-quarter turn) and degrees (90, 180, 270, 360).

4.2 MASPL402

Use informal coordinate systems (positive numbers only) and intermediate compass points to specify location or give directions. This is evident when the student is able to: locate coordinate points on graph paper (e.g. a rectangle has corners at (3, 2), (3, 5), (2, 5), (2, 2)) describe movements on isometric dot paper or grid paper using NE, NW, SE, SW.

4.3 MASPL403

Visualise and find paths to satisfy specifications on maps, grids and mazes. This is evident when the student is able to: find the shortest route between two places on a map use a map to plan a journey that visits given points (e.g. a paper round route).

4.4 MASPL404

Interpret formal maps and make detailed maps and plans. This is evident when the student is able to: find given features on an unfamiliar map (e.g. using the appropriate Melbourne street directory page, find DeGraves Street via the index, find some hospitals using the legend) sketch detailed maps oriented to north with attention to distance and direction or showing accurate relative proportion Year 7 benchmark: identify and describe locations and routes using simple coordinate maps (e.g. street maps) and major compass points (N, S, E, W) and draws simple scale plans of familiar locations, e.g. draw a sketch plan of the route from school to home showing major landmarks; find the lake that lies east of the highway.

4.5 MASPL405

Use a simple scale (for example, 1 centimetre for each metre) when making, interpreting and using maps and plans. This is evident when the student is able to: make a simple scale drawing of a piece of furniture and explains the scale used interpret a simple scale bar on a map or plan and uses this to calculate distances or lengths.