Art response: Leaving home - AT
Students engaged in responding to the subject matter and narrative in Aboriginal Nyoongar artist Laurel Nannup’s woodcut print, Leaving home. They were also required to analyse elements such as shape, the artist’s choice to exclude colour, and the technique …
Art response: Leaving home - AT | Samples | Work samples | Resources
Art response: Leaving home - BELOW
Students engaged in responding to the subject matter and narrative in Aboriginal Nyoongar artist Laurel Nannup’s woodcut print, Leaving home. They were also required to analyse elements such as shape, the artist’s choice to exclude colour, and the technique …
Art response: Leaving home - BELOW | Samples | Work samples | Resources
Spanish naming traditions – AT
Students learnt about Spanish naming traditions and customs and participated in activities and tasks based on this theme. Students compared their own naming customs to that of Spanish-speaking countries and examined adjustment of language for various …
Spanish naming traditions – AT | Samples | Work samples | Resources
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 …
QuN1 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Simon says game – AT
Students learnt the names for parts of the body and completed a series of oral, aural and written activities to provide evidence of their learning. In this task, students were asked to follow instructions given by the teacher and touch the correct part …
Simon says game – AT | Samples | Work samples | Resources
Reflection on learning Korean – AT
In this task, students were asked to answer a range of questions about learning Korean. Students were asked to consider cultural and linguistic similarities and differences as well as explain their own experiences of learning Korean. Students were not …
Reflection on learning Korean – AT | Samples | Work samples | Resources
Landscapes - ABOVE
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 - ABOVE | 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
Landscapes - BELOW
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 - BELOW | Samples | Work samples | Resources
Clap the number of characters - AT
Students were learning the names of animals in Japanese, the pronunciation of each word and the associated hiragana. Students were asked to clap the number of characters in each word whilst pronouncing each word and reinforcing their understanding of …
Clap the number of characters - AT | Samples | Work samples | Resources
Who am I? - AT
Students were asked to play the game Who am I? in Japanese. Students listened to and read on the screen, key word clues relating to numbers and animal call sounds to work out which animal was the answer to the question.
Who am I? - AT | Samples | Work samples | Resources
Prends... Pose... - AT
Students had learnt common classroom instructions and the name of shapes and colours. Students were asked to play a game giving and following instructions with ‘prends’ and ‘pose’ using shapes and colours.
Prends... Pose... - AT | Samples | Work samples | Resources
Reflection on learning German – AT
Students had been learning German for approximately one term. In this task, students were asked to answer a range of questions about learning German. Students were asked to consider cultural and linguistic similarities and differences as well as explain their …
Reflection on learning German – AT | Samples | Work samples | Resources
QuN7
Producing number names to at least 120* counts forwards and backwards to and from 120 and beyond continues counting from any number up to 120 and beyond counts forwards and backwards by fives Grouping and counting items by tens counts items …
QuN7 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Reflection on learning German - AT (9-10)
Students were asked a series of questions relating to their experience of learning German. Students were unfamiliar with the questions and responses were spontaneous and unrehearsed.
Reflection on learning German - AT (9-10) | Samples | Work samples | Resources
Digital project: Bee-Bot - ABOVE
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - ABOVE | Samples | Work samples | Resources
Digital project: Bee-Bot - AT
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - AT | Samples | Work samples | Resources
Game constructing sentences with Chinese characters - AT
Students were asked to construct sentences with Chinese characters using correct measure words and applying them appropriately.
Game constructing sentences with Chinese characters - AT | Samples | Work samples | Resources
What do you like to watch? - AT
Students were asked to discuss what TV programs they liked to watch. This was a formative task after completing a module of work.
What do you like to watch? - AT | Samples | Work samples | Resources
Matching numbers to Japanese kanji - AT
Students were asked to sing a numbers song while completing a written activity matching numbers to the correct kanji in their workbooks.
Matching numbers to Japanese kanji - AT | Samples | Work samples | Resources