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QuN1

Producing number names produces number words that relate to students’ lives, which could involve the use of augmentative and alternative communication (AAC) Counting items responds to a request for a different amount by increasing or decreasing …

QuN4

Producing number names produces the number word just after a given number word in the range 1–10 (without dropping back to count from 1) produces the number word just before a given number word in the range 1–10 (without dropping back) Counting …

UnT6

Comprehension reads and views simple texts and some predictable texts (see Text complexity) locates specific information in a predictable print text or a given set of digital sources describes the purpose of informative, imaginative and persuasive …

UnT9

Comprehension reads and views moderately complex texts (see Text complexity) identifies the main themes or concepts in moderately complex texts summarises the text identifying key details compares and contrasts the use of visual elements in multimodal …

My favourite food! – AT

Students learnt to discuss food (i.e. ingredients, adjectives to describe tastes, key verbs) and language structures and features (how to describe the frequency, basic counters, informal and polite verb endings). In this task, students were asked to …

My favourite food! – AT | Samples | Work samples | Resources

UnT10

Comprehension reads and views moderately complex or some sophisticated texts (see Text complexity) interprets abstract or more remote content analyses visual text to identify point of view recognises layers of meaning synthesises information from …

UnT7

Comprehension reads and views predictable texts and some moderately complex texts (see Text complexity) identifies the main idea in a predictable text identifies the purpose of predictable texts and moderately complex texts monitors the development …

This is me - AT

Students learnt to introduce themselves, discuss likes and talk about their family. Students learnt the vocabulary and alphabet to form words, and complete scaffolded sentences. In this task, students were asked to complete sentences with appropriate …

This is me - AT | Samples | Work samples | Resources

Kanji writing and drawing activity - AT

Students had been learning about body parts in Japanese and corresponding kanji characters. They were asked to write the kanji character attempting to use stroke order and draw the body part creating a mnemonic device. Scaffolding was provided with an …

Kanji writing and drawing activity - AT | Samples | Work samples | Resources

Book response and summary – AT

Students had been read various children’s stories and discussed the main characters, themes and how to sequence and summarise the main events in their own words. In this task, students were asked to write a response to a story, outlining the main characters, …

Book response and summary – AT | Samples | Work samples | Resources

Reflections on learning German – AT

Students explored language and identity as concepts, including looking at similarities and differences between the German and English alphabets, spelling, pronunciation, greetings and interactions. Students engaged in tasks to identify where German is …

Reflections on learning German – AT | Samples | Work samples | Resources

Political cartoons - ABOVE

This task had two parts. First, students designed a political cartoon associated with the Franklin River dispute which incorporated the iconic ‘no dams’ symbol. Second, students critically analysed their cartoons and presented a rationale explaining why …

Political cartoons - ABOVE | Samples | Work samples | Resources

Political cartoons - AT

This task had two parts. First, students designed a political cartoon associated with the Franklin River dispute which incorporated the iconic ‘no dams’ symbol. Second, students critically analysed their cartoons and presented a rationale explaining why …

Political cartoons - AT | Samples | Work samples | Resources

Buah-buahan - AT

Students were asked to draw the fruit that they heard the teacher say in Indonesian. Then students were asked to label the fruit in Indonesian. This followed a lesson discussing fruit in general, tropical fruit and fruit that is only found in Indonesia. …

Buah-buahan - AT | Samples | Work samples | Resources

Daily routine video - AT

Students had completed a unit on daily routine during which they had learnt about daily and leisure time activities, transport to and from school and daily commitments, telling the time and specifying time of day, linking and sequencing words, and the …

Daily routine video - AT | Samples | Work samples | Resources

Syllable recognition– AT

Students learnt about the structure of and how to read, write and pronounce basic syllable blocks with the teacher’s support, and sang the vowel song to revise as a group. Students participated in a range of activities to build an understanding of how …

Syllable recognition– AT | Samples | Work samples | Resources

Korean greetings – AT

Students learnt about formal and informal ways of greeting depending on the relationship, context and purpose. Students learnt Korean syllable blocks and how to sound them out. In this task, students were asked to repeat greetings after the teacher …

Korean greetings – AT | Samples | Work samples | Resources

Weather– AT

Leading up to the task, students brainstormed a variety of terms used to describe weather conditions in English, then those used in Vietnamese. They discussed the meaning of the word ‘translating’ and the fact that some words cannot be directly translated. In …

Weather– AT | Samples | Work samples | Resources

Reflection: I am good at ... - ABOVE

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 ... - ABOVE | Samples | Work samples | Resources

Reflection: I am good at ... - AT