Languages: Korean - Satisfactory - Years 9 and 10 (F-10 sequence)
This sample of student work shows that the student uses written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. The student initiates, sustains and extends spoken and written exchanges …
Languages: Korean - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
History - Satisfactory - Year 10
This portfolio of student work shows that the student can refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7, WS8, WS9). The student …
History - Satisfactory - Year 10 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student uses Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends (WS1, WS3, WS5, WS7, WS8). The student uses formulaic …
Languages: Vietnamese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Vietnamese to interact with peers and the teacher to exchange personal information, describe feelings, and express preferences (WS1, WS6, WS8). When participating in collaborative …
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts (WS2, WS4, WS5). The student uses modelled and spontaneous language to engage …
Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities (WS1). The student uses formulaic expressions …
Languages: Arabic - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student uses spoken and written Arabic to exchange personal information and describe people, places and ideas related to their personal experiences and social activities such as celebrations, sport and other …
Languages: Arabic - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Arabic to exchange information (WS4) about their personal worlds and to express feelings, likes and dislikes (WS1, WS2, WS3, WS5). The student uses formulaic language for a …
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can use written and spoken Arabic to initiate and sustain interactions with peers and adults (WS2, WS3, WS5). The student uses language spontaneously to exchange ideas (WS1, WS5), opinions and feelings, …
Languages: Arabic - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Sharing stories: Picture book - AT
Students were engaged in a unit about illustrating personal stories. They explored a range of painting and drawing techniques, as well as processes and materials, to develop their understanding of illustrating storybooks. The processes included printmaking …
Sharing stories: Picture book - AT | Samples | Work samples | Resources
Landscapes - AT
Students were engaged in a process of creating an artwork of a landscape with merged perspectives to communicate a viewpoint on sustainability. They explored Aboriginal Waanyi artist Judy Watson’s own viewpoints on sustainability, as well as her use of …
Landscapes - AT | Samples | Work samples | Resources
Cultures in conjunction - AT
Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present. They began …
Cultures in conjunction - AT | Samples | Work samples | Resources
Reflection: My strengths and me - AT
The teacher assisted students to understand what identity is and how identities can be influenced and formed over time. The teacher and students discussed character strengths and achievements through the use of personal experiences, picture books and …
Reflection: My strengths and me - AT | Samples | Work samples | Resources
Reflection: I am good at ... - AT
As part of a unit of work on personal identity, students learnt how people, places, personal interests and personal strengths helped shape their identity. Students were introduced to character strengths and each strength was explained. Students were …
Reflection: I am good at ... - AT | Samples | Work samples | Resources
Written response: Identity - AT
Students participated in a five-week unit of work about personal wellbeing and relationships, with a focus on belonging, resilience and personal and cultural identities. Physical activity challenges were used to generate discussion about linking feelings …
Written response: Identity - AT | Samples | Work samples | Resources
Written response: Respectful relationships - AT
The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …
Written response: Respectful relationships - AT | Samples | Work samples | Resources
Seeking workplace information - AT
In groups, students visited workplaces that most closely aligned with their interests. Students were asked to prepare a set of interview questions that could be asked of a human resource person in the workplace. They visited the workplace and conducted …
Seeking workplace information - AT | Samples | Work samples | Resources
Journal writing: Dress and hygiene - AT
Students were part of a mixed-ability, multi-aged class of combined Year 9 and Year 10 students. The task was undertaken as a part of a sequence of six 30-minute lessons about potential workplace issues. Through journal writing, students were required …
Journal writing: Dress and hygiene - AT | Samples | Work samples | Resources
Reflections on a shadow day - AT
Students were part of a mixed-ability, multi-aged class of combined Year 9 and Year 10 students. In cooperation with the teacher, students negotiated a day to shadow a person working in an occupation of interest. Prior to the experience, students prepared …
Reflections on a shadow day - AT | Samples | Work samples | Resources
Journal writing - AT
Students were part of a mixed-ability, multi-aged class of combined Year 9 and Year 10 students. The task was undertaken as a part of a sequence of six 30-minute lessons about potential workplace issues. Through journal writing, students were required …
Journal writing - AT | Samples | Work samples | Resources