Wie ist das Wetter? – AT
Students learnt about the terms used for weather in German and how to describe the weather using short, modelled sentences. In this task, students were asked to create a poster with pictures and sentences to describe the weather. They were asked to create …
Wie ist das Wetter? – AT | Samples | Work samples | Resources
Cook’s logbook – ABOVE
Students, under teacher guidance, collaboratively traced the journey made by James Cook in the Endeavour between 1768 and 1771 to create a class map of the voyage. This map is included as part of the work sample. Students then chose four locations along …
Cook’s logbook – ABOVE | Samples | Work samples | Resources
Cook’s logbook – AT
Students, under teacher guidance, collaboratively traced the journey made by James Cook in the Endeavour between 1768 and 1771 to create a class map of the voyage. This map is included as part of the work sample. Students then chose four locations along …
Cook’s logbook – AT | Samples | Work samples | Resources
Listening comprehension – AT
Students learnt how to talk about themselves and then applied the knowledge to listen to information about other people. Students practiced listening to the teacher read introductions about various people before completing a listening comprehension task. …
Listening comprehension – 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
Japanese classroom - AT
Students had completed a unit of work on Japanese school life, classrooms and school etiquette. Students learnt key concepts and classroom related language as well as differences between Japanese and Australian school life and classrooms. In this task, …
Japanese classroom - AT | Samples | Work samples | Resources
Research inquiry: Interconnections - AT
Students were required to select one product that is purchased by their household and investigate how the production and demand for this product creates networks of trade and economic interdependence at and across different scales. The inquiry took place …
Research inquiry: Interconnections - AT | Samples | Work samples | Resources
Research inquiry: Interconnections - BELOW
Students were required to select one product that is purchased by their household and investigate how the production and demand for this product creates networks of trade and economic interdependence at and across different scales. The inquiry took place …
Research inquiry: Interconnections - BELOW | Samples | Work samples | Resources
Solar cells - AT
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
Solar cells - AT | Samples | Work samples | Resources
Past and present – AT
Students recorded, with teacher guidance, a definition of ‘the past’ and a definition of ‘the present’. Following class discussion, and teacher provision of examples, students drew pictures and wrote explanatory texts to support each definition. Students …
Past and present – AT | Samples | Work samples | Resources
Past and present – ABOVE
Students recorded, with teacher guidance, a definition of ‘the past’ and a definition of ‘the present’. Following class discussion, and teacher provision of examples, students drew pictures and wrote explanatory texts to support each definition. Students …
Past and present – ABOVE | Samples | Work samples | Resources
Research inquiry: Interconnections - ABOVE
Students were required to select one product that is purchased by their household and investigate how the production and demand for this product creates networks of trade and economic interdependence at and across different scales. The inquiry took place …
Research inquiry: Interconnections - ABOVE | Samples | Work samples | Resources
Experimental investigation - Merici
Students had learned content related to atomic structure and electricity so they understood how a solar panel works. They had completed introductory practicals on setting up solar panel circuits, using data loggers and voltage/current curve for the solar …
Experimental investigation - Merici | Samples | STEM | Resources
Solar cells - Above
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
Solar cells - Above | Samples | Work samples | Resources
Elaboration (3) ACLJAU121
recognising some kanji, for example, numbers and 象形文字(しょうけいもじ) (pictographs) such as 山(やま)、川(かわ)、口(くち)、目(め)、上(うえ)
Elaboration (3) | ACLJAU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC006
responding to structured stimulus questions about characters, places, events or effects in imaginative texts such as stories, films and anime, using modelled language and formulaic expressions to express reactions, for example, やさしい 人(ひと)せが たかい です。おも …
Elaboration (1) | ACLJAC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (8) ACLJAU013
learning to write high-frequency kanji, such as numbers, days of the week, family members, and basic adjectives and verbs, applying the basic principles for stroke order, for example, 父(ちち)、母(はは)、小(ちい)さい、 見(み)ます、日本語(にほんご)
Elaboration (8) | ACLJAU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLVIC019
participating in virtual scenarios related to travelling to Vietnam, such as booking, changing or confirming a flight, booking tours or accommodation, or exchanging currency, for example, Mỗi tuần có mấy chuyến bay đi Việt Nam? Tôi muốn đặt vé đi Việt …
Elaboration (3) | ACLVIC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration ACLASFU052
noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …
Elaboration | ACLASFU052 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC057
understanding and adopting different roles in a debate, using more elaborated sentence structures and interactional strategies to support discussion and provide clarification, for example: PRO2 DIGRESS NEED COME-BACK-TO-POINT You’ve gone off the topic. …
Elaboration (2) | ACLASFC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum