Differing perspectives - AT
Students explored two statements by Australian Prime Ministers: Paul Keating’s ‘Redfern Speech’ in 1992 and Kevin Rudd’s ‘Apology’ in 2008. They watched recordings and analysed written transcripts of each speech and considered the speech within its historical …
Differing perspectives - AT | Samples | Work samples | Resources
Prisoners of war - ABOVE
Students explored the experiences of Australians on the battle and home fronts during World War II. They researched, with the support of the teacher-librarian, stories and events associated with prisoners of war. Students then freely chose an appropriate …
Prisoners of war - ABOVE | Samples | Work samples | Resources
Prisoners of war - AT
Students explored the experiences of Australians on the battle and home fronts during World War II. They researched, with the support of the teacher-librarian, stories and events associated with prisoners of war. Students then freely chose an appropriate …
Prisoners of war - AT | Samples | Work samples | Resources
Photo essay: An environmental issue - ABOVE
Students investigated the environment movement from the 1960s to the present. They produced a photo essay to demonstrate how a significant event or campaign contributed to popular awareness of the environment. The photo essay was to contain nine photographic …
Photo essay: An environmental issue - ABOVE | Samples | Work samples | Resources
Photo essay: An environmental issue - AT
Students investigated the environment movement from the 1960s to the present. They produced a photo essay to demonstrate how a significant event or campaign contributed to popular awareness of the environment. The photo essay was to contain nine photographic …
Photo essay: An environmental issue - AT | Samples | Work samples | Resources
Report: Australian peacekeeping - ABOVE
Students investigated Australia’s involvement in United Nations peacekeeping in the years since 1945. They were asked to identify and research a particular international action and write a report of their findings. Students conducted their investigations …
Report: Australian peacekeeping - ABOVE | Samples | Work samples | Resources
Report: Australian peacekeeping - AT
Students investigated Australia’s involvement in United Nations peacekeeping in the years since 1945. They were asked to identify and research a particular international action and write a report of their findings. Students conducted their investigations …
Report: Australian peacekeeping - AT | Samples | Work samples | Resources
Sentence formation – AT
Students had previously learnt the Vietnamese alphabet, tones and how to read and pronounce words. They had also learnt to write simple sentences about themselves and things they like to do in class. Students explored the writing process by experimenting …
Sentence formation – AT | Samples | Work samples | Resources
Tone, alphabet and word recognition – AT
Students had learnt how to read, write and pronounce Vietnamese tones, vowel sounds and the alphabet. Students learnt how to form words and recognise familiar vocabulary such as the names of fruit, shapes and numbers. In this task, students were provided …
Tone, alphabet and word recognition – AT | Samples | Work samples | 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
Maths in Vietnamese – AT
In this integrated unit of work, students’ knowledge of mathematics was used to count and skip count in Vietnamese; talk about activities at different times of the day and to graph likes of colours based on a class survey.
Maths in Vietnamese – AT | Samples | Work samples | Resources
Why do you want to learn Vietnamese? – AT
Students learnt how to discuss likes and dislikes with justification and how to express personal information, desires and wishes. In this task, students were asked to create a bilingual poster explaining why they want to learn Vietnamese.
Why do you want to learn Vietnamese? – AT | Samples | Work samples | Resources
On the farm – AT
Students learnt the names of farm animals and their descriptions, leading up to a class excursion to a local farm. In this task, students were asked to look at a picture of a farm, post excursion, and complete a sentence describing what animals are on …
On the farm – AT | Samples | Work samples | Resources
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
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
Word bingo – AT
Students learnt various sight words in Vietnamese and reviewed the spelling and pronunciation of these words. Students participated in various activities to reinforce their learning and understanding. In this task, students read high-frequency words …
Word bingo – AT | Samples | Work samples | Resources
School holidays recount – AT
Students learnt how to compose short recounts using simple, modelled language structures and familiar vocabulary relating to leisure activities, likes/dislikes and family members. In this task, students were asked to write a short recount about their …
School holidays recount – 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
Why we shouldn’t go to school 6 days a week – AT
Students learnt persuasive writing techniques and how to present opinions, thoughts and argue a case in a short text. Students examined the features of persuasive texts, as well as paragraphing, sequencing and common grammatical structures and vocabulary …
Why we shouldn’t go to school 6 days a week – AT | Samples | Work samples | Resources
Procedural writing: Alfalfa – AT
In this unit of work, students integrated aspects of other Learning areas with their learning in Vietnamese on the topic of “Farms and farming” which included a visit to a farm. Using the knowledge gained from the farm visit, students had the opportunity …
Procedural writing: Alfalfa – AT | Samples | Work samples | Resources