VELS

Here are the **Victorian Essential Learning Standards** (VELS) for Level 3 and 2 - while the presentation is aimed at Level 3 we need to know what the students were exposed to in Level 2. At Level 2, students recognise lines, surfaces and planes, corners and boundaries; familiar two-dimensional shapes including rectangles, rhombuses and hexagons, and three-dimensional shapes and objects including pyramids, cones, and cylinders. They arrange a collection of geometric shapes, such as a set of attribute blocks, into subsets according to simple criteria, and recognise when one set of shapes is a subset of another set of shapes. They recognise and describe symmetry, asymmetry, and congruence in these shapes and objects. They accurately draw simple two-dimensional shapes by hand and construct, copy and combine these shapes using drawing tools and geometry software. They apply simple transformations to shapes (//flips //, turns, slides and enlargements) and depict both the original and transformed shape together. They specify location as a relative position, including left and right, and interpret simple networks, diagrams and maps involving a small number of points, objects or locations.
 * VELS Level 2**
 * Mathematics – Level 2**
 * Space**


 * Space

Progression Point 2.25**

At 2.25 the work of a student progressing towards the standard at level 3 demonstrates, for example: · recognition and naming of familiar three-dimensional shapes · use of ‘vertical’ and ‘horizontal’ to describe orientation · determination of approximate north by considering the position of the sun · use of a grid to refer to objects on a map · identification of shapes in terms of faces, edges and vertices  · Representation  of angles formed <span style="font-family: 'Arial','sans-serif';"><span style="font-family: Arial, Helvetica, sans-serif;">dynamically; for <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> example, between the hands of a clock or between their own limbs, <span style="font-family: 'Arial','sans-serif';"> <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">and explanations of these angles in terms of simple fractions of a complete revolution. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">construction of prisms and pyramids from their two-dimensional nets <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">
 * <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">use of instructions to create tessellations such as in paving and brickwork patterns
 * orientation of north, south, east and west from their own current position ||

At 2.75 the work of a student progressing towards the standard at level 3 demonstrates, for example: <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore; msoansilanguage: EN-AU; msobidifontweight: bold;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">knowledge of the names of polygons using Greek prefixes; for example, //<span style="font-size: 9.5pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">hex //<span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">agon <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;"> <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore; msoansilanguage: EN-AU; msobidifontweight: bold;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">construction of balls (for example, tennis balls, footballs, soccer balls and beach balls) from flexible, two-dimensional pieces of material, and a template <span style="font-size: 7pt; font-family: 'Times New Roman','serif'; mso-spacerun: yes; msofareastfontfamily: Symbol; msospacerun: yes; msoansilanguage: EN-AU; msobidifontweight: bold;"> <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">representation of an object by drawing its plan, <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore; msoansilanguage: EN-AU; msobidifontweight: bold;">· <span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-AU; mso-bidi-font-weight: bold;">construction of a model for an angle using rotation of lines
 * Progression point 2.75**


 * VELS Level 3

Space**

<span style="font-size: 11pt; font-family: Arial, Helvetica, sans-serif; msofareastfontfamily: 'Times New Roman'mso-ansi-language;">At Level 3, students recognise and describe the directions of lines as vertical, horizontal or diagonal. **They recognise angles are the result of rotation of lines with a common end-point.** **They recognise and describe polygons.** They recognise and name common three-dimensional shapes such as spheres, prisms and pyramids. They identify edges, vertices and faces. They use two-dimensional nets, cross-sections and simple projections to represent simple three-dimensional shapes. They follow instructions to produce simple tessellations (for example, with triangles, rectangles, hexagons) and puzzles such as tangrams**.** They locate and identify places on maps and diagrams. They give travel directions and describe positions using simple compass directions (for example, N for North) and grid references on a street directory