Elaboration (4) ACLTUC001
using everyday social exchanges, such as thanking someone, Teşekkür ederim; apologising, Özür dilerim; or offering wishes for particular occasions such as Doğum günün kutlu olsun! Bayramınız kutlu olsun! Afiyet olsun! Geçmiş olsun! Tebrik ederim!
Elaboration (4) | ACLTUC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLTUU083
understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of …
Elaboration (4) | ACLTUU083 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (3) ACLTUU084
identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards …
Elaboration (3) | ACLTUU084 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (5) ACLTUU118
investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
Elaboration (5) | ACLTUU118 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Elaboration ACLVIC140
interacting via different modes of communication such as text messages, emails or social media to exchange personal information, express opinions, and agree or disagree, for example, Cuối tuần, tôi thích đi bơi hơn học võ. Còn bạn thích làm gì? Tôi thấy …
Elaboration | ACLVIC140 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLVIC161
creating a range of texts to inform others of features of Vietnamese and Australian lifestyles, family life, schooling, and social and cultural norms, for example, an email in response to a Vietnamese friend’s enquiry about Australian schooling or leisure …
Elaboration (2) | ACLVIC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (5) ACLVIU173
exploring the various ways Vietnamese and Australian cultures are representated such as in depictions of scenery or icons, costumes, foods, social behaviours, gestures and language, for example, tô phở/chai nước mắm, nón lá/áo dài, folding hands/bowing …
Elaboration (5) | ACLVIU173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLVIC178
producing a range of spoken, written, digital and multimodal texts (posters, emails, formal letters, blog posts, articles, speeches, PowerPoint presentations) for diverse audiences (children, peers, parents, employers), contexts (school, home, community, …
Elaboration | ACLVIC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC181
translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến/Em yêu, Thân/Thân mến/Thương …
Elaboration (3) | ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLVIC021
compiling (through class surveys and other research) and comparing a range of perspectives on teenage interests and social or cultural issues, such as attitudes to sport, tutoring, technology advance, cultural practices such as tết Trung thu, or traditional …
Elaboration (3) | ACLVIC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Health and Physical Education - Above satisfactory - Foundation Year
This portfolio of student works shows that the student can identify a number of changes in personal needs as they have grown from a baby (WS5) and identify emotions they feel in a given situation (WS6). The student cooperates with another child by working …
Health and Physical Education - Above satisfactory - Foundation Year | Portfolios | Work samples | Resources
The Arts: Dance - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate control and use well-developed movement and expressive skills (WS1). The student can perform their own choreography and lead a dance partner in a dance performance (WS2). They can …
The Arts: Dance - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Dance - Below satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can demonstrate occasional control in using movement skills for performance (WS1). The student can combine some movements with occasional meaning and show safe dance practices when reminded (WS2). They …
The Arts: Dance - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
The Arts: Dance - Above satisfactory - Years 9 and 10
This portfolio of work shows that the student can choreograph using elements of dance and choreographic devices to communicate their intent and explore stylistic features in detail. The student performs choreography demonstrating technical and expressive …
The Arts: Dance - Above satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
The Arts: Dance - Satisfactory - Years 9 and 10
This portfolio of work shows that the student can choreograph dance using elements of dance and choreographic devices to communicate their intent and explore stylistic features. The student performs choreography demonstrating technical and expressive …
The Arts: Dance - Satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
The Arts: Music - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can perform in a small class ensemble and compose music using graphic notation (WS1). It also shows that the student can sing a learned melody, compose music, and sing, or sing and play, from a simple …
The Arts: Music - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Geography - Above satisfactory - Year 8
This portfolio of student work shows that the student can analyse the interconnections between people and environments (WS1) and how and why places are perceived and valued differently (WS2). Through an examination of the factors associated with the movement …
Geography - Above satisfactory - Year 8 | Portfolios | Work samples | Resources
Geography - Satisfactory - Year 8
This portfolio of student work shows that the student can explain the interconnections between people and environments (WS1) and how places are perceived and valued differently (WS2). Through an examination of the factors associated with the movement …
Geography - Satisfactory - Year 8 | Portfolios | Work samples | Resources
Geography - Below satisfactory - Year 8
This portfolio of student work shows that the student can identify simple interconnections between people and environments (WS1) and simply describe how places are perceived and valued (WS2). Through an examination of the factors associated with the movement …
Geography - Below satisfactory - Year 8 | Portfolios | Work samples | Resources
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Students studied digital animation in a unit on advertising. They first explored the basics of multiple animation platforms, developing their skills through a range of tasks. They were asked to complete a summative assessment that required them to design …
Advertisement - ABOVE | Samples | Work samples | Resources