Languages: Italian - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student engages in social interaction to exchange greetings and to share ideas and information (WS4, WS5, WS6) related to their personal, social and school worlds (WS1, WS2, WS3, WS7, WS8, WS9). The student …
Languages: Italian - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student interacts with peers, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about self (WS7), family (WS3, WS4, WS9, WS10) and friends …
Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: German - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows the student can share information about their personal worlds, including personal details (WS1), family (WS2), friends, interests, likes, dislikes and preferences (WS5, WS6). The student interacts with others to carry …
Languages: German - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student shares information about their personal worlds (WS6), including personal details, family, friends, leisure activities (WS4), likes and dislikes (WS1, WS3, WS5). The student interacts with others (WS5) …
Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses Greek to describe feelings, express likes and dislikes and exchange information about their personal world, including information about themselves, their family, friends and interests (WS1, WS2, …
Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses Korean to interact with others (WS3) and teachers (WS8) in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information (WS1, WS8). The student approximates …
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry) | 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: 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
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
La moda e le stagioni - AT
Students had completed a module of work on fashion and learnt the vocabulary connected with clothes, fabrics and accessories. Students were asked to write the script for a fashion parade outlining suitable outfits for the four seasons of the year in …
La moda e le stagioni - AT | Samples | Work samples | Resources
Heat transfer – AT
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. …
Heat transfer – AT | Samples | Work samples | Resources
Harmony Day – AT
Students completed a teacher-created worksheet to answer questions, and gather and interpret information associated with Harmony Day (21 March). As part of the task students completed a survey of the cultural heritage of their year group, and recorded …
Harmony Day – AT | Samples | Work samples | Resources
Genetics practical – AT
Students were asked to perform a multi-generational study on the genetic inheritance of two different traits in the species Brassica rapa, a variety of the canola plant. Students were provided with two sets of seeds that had resulted from crossbreeding …
Genetics practical – AT | Samples | Work samples | Resources
Reflection on learning Japanese - AT
In small groups, students were asked open-ended questions regarding their Japanese learning experience. Their responses were unrehearsed.
Reflection on learning Japanese - AT | Samples | Work samples | Resources
Scripted: Pyramus and Thisbe - AT
Students were engaged in a unit of work on Elizabethan drama using Shakespeare’s A Midsummer Night’s Dream as the key text for a performance-based assessment. They studied style and the acting conventions of the play’s original context. They also learned …
Scripted: Pyramus and Thisbe - AT | Samples | Work samples | Resources
Presentation: School system - AT
Throughout the year, students have been using and considering the purpose of a range of digital system components and how these components can be connected. Students were asked to verbally explain and justify the classroom network.
Presentation: School system - AT | Samples | Work samples | Resources
Class performance: Under the sea – AT
During the course of a term, students participated in an annual musical theatre production as an integrated unit that developed their skills across Dance, Drama and Music. The theme was ‘under the sea’ and the Year 2 students collaborated with Year 6 …
Class performance: Under the sea – AT | Samples | Work samples | Resources
Our class rules – AT
Students discussed the role of rules in the classroom and were asked to propose lists of rules for members of the class to follow. The lists were word-processed and posted on the classroom noticeboard. One of these lists is provided as the work sample. Students …
Our class rules – AT | Samples | Work samples | Resources