Your search for "Year 2 Work samples: Number sentences-make 100" returned 158 result(s)
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F-6/7 Humanities and Social Sciences - Foundation Year

F-6/7 HASS (Geography sub-strand) Foundation The Aboriginal or Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples (ACHASSK016) The reasons why some places …

F-6/7 Humanities and Social Sciences - Foundation Year | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the …

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Human-nature relationships | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander Peoples' family and kinship structures are strong and sophisticated Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Skills and knowledge | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways. The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in …

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year

Aboriginal and Torres Strait Islander Peoples live in Australia as first peoples of Country or Place and demonstrate resilience in responding to historic and contemporary impacts of colonisation.

Aboriginal and Torres Strait Islander Histories and Cultures - Foundation Year | Health and wellbeing | Dimensions | Curriculum connections | Resources

Health and Physical Education - Foundation to Year 2

Foundation Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Identify personal strengths (ACPPS001) identifying things they are good at and describing how these have changed over time Name parts …

Health and Physical Education - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

HASS - Above satisfactory - Foundation

This portfolio of student work shows that the student can identify a number of important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes, with examples, the features …

HASS - Above satisfactory - Foundation | Portfolios | Work samples | Resources

HASS - Satisfactory - Foundation

This portfolio of student work shows that the student can identify important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes the features of familiar places (WS1, …

HASS - Satisfactory - Foundation | Portfolios | Work samples | Resources

Demonstration and verbal response: Creating balances - BELOW

Students were taught a short unit on balance, particularly looking at balance points and safety. The students were shown a variety of balances on a large screen. They discussed the points of balance and were given time to experiment and practise. Students …

Demonstration and verbal response: Creating balances - BELOW | Samples | Work samples | Resources

My holiday story - Above

Students produced a sequence of drawings of the key events in a recent holiday. The drawings were completed in class on a teacher-provided template. The teacher then interviewed the student, posing questions about the holiday. A transcript of the interview …

My holiday story - Above | Samples | Work samples | Resources

My holiday story - AT

Students produced a sequence of drawings of the key events in a recent holiday. The drawings were completed in class on a teacher-provided template. The teacher then interviewed the student, posing questions about the holiday. A transcript of the interview …

My holiday story - AT | Samples | Work samples | Resources

Community walk map – ABOVE

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – ABOVE | Samples | Work samples | Resources

Community walk map – AT

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – AT | Samples | Work samples | Resources

Verbal response: Staying safe - AT

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were asked …

Verbal response: Staying safe - AT | 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

F-6/7 Humanities and Social Sciences - Foundation to Year 2

Foundation Knowledge and understanding (Geography sub-strand) Content description with elaborations: The places people live in and belong to, their familiar features and why they are important to people (ACHASSK015) identifying the places they live in …

F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Dance - Foundation to Year 2

Responding to and interpreting artworks Respond to dance and consider where and why people dance, starting with dances from Australia including dances of Aboriginal and Torres Strait Islander Peoples (ACADAR004)

Dance - Foundation to Year 2 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Drama - Foundation to Year 2

Sharing artworks through performance, presentation or display Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM029) Responding …

Drama - Foundation to Year 2 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Music - Foundation to Year 2

Responding to and interpreting artworks Respond to music and consider where and why people make music, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples (ACAMUR083)  

Music - Foundation to Year 2 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

The Arts: Music - Below satisfactory - Foundation to Year 2

This portfolio of student work provides descriptions of student work at this level and for this task.

The Arts: Music - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

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