Digital project: Scratch game - AT
Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.
Digital project: Scratch game - AT | Samples | Work samples | Resources
Digital project: Game on - ABOVE
Students collaboratively designed and implemented a computer game for a primary school audience using open source visual programming. They used an agile approach to develop a game featuring a welcome screen, a designed background, characters or objects …
Digital project: Game on - ABOVE | Samples | Work samples | Resources
Digital project: Game on - AT
Students collaboratively designed and implemented a computer game for a primary school audience using open source visual programming. They used an agile approach to develop a game featuring a welcome screen, a designed background, characters or objects …
Digital project: Game on - AT | Samples | Work samples | Resources
Digital project: Game on - BELOW
Students collaboratively designed and implemented a computer game for a primary school audience using open source visual programming. They used an agile approach to develop a game featuring a welcome screen, a designed background, characters or objects …
Digital project: Game on - BELOW | Samples | Work samples | 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: Python game - AT
Students were provided with a game that had been developed by previous students at the school using Python. They were required to correct any errors and to modify the game by creating additional features and functionality, for example new character races, …
Digital project: Python game - AT | Samples | Work samples | Resources
Remote learning: Game design for outside and inside spaces
With learning being based in the home, it is important that students can still engage with learning that they have co-constructed. This activity of developing and designing an outdoor game demonstrates a student showing agency for their own learning, …
Remote learning: Game design for outside and inside spaces | Publications | Resources and publications
Design project: Muffins - AT
Students researched, investigated, designed, produced and evaluated a healthy muffin suitable to be sold in a local café catering to adolescents. They explored the properties of ingredients to design a product that was healthy. They considered packaging …
Design project: Muffins - AT | Samples | Work samples | Resources
Design project: Mini torch - AT
Students designed and produced a working prototype of a mini torch case using CAD-CAM and a control system. They investigated CAD-CAM technologies and rapid prototyping systems. Students investigated the characteristics and properties of electronics and …
Design project: Mini torch - AT | Samples | Work samples | Resources
Career education: linking learning for students with disability to workplace experiences
This illustration of practice describes how a career education program provides authentic learning experiences in a workplace environment within a high school. Black Mountain School differentiates the curriculum to cater for a range of learners while …
Career education: linking learning for students with disability to workplace experiences | Illustrations of practice | General capabilities and career education | Resources
Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 4
listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented
Comprehending texts - listen and respond to learning area texts | Level 4 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Outdoor learning: Critical and Creative Thinking
Outdoor learning can develop students’ ability to think logically, critically and creatively in response to a range of issues, ideas and challenges in relation to nature. Students can learn how to critically evaluate evidence related to the outdoors and …
Outdoor learning: Critical and Creative Thinking | General capabilities | Dimensions | Curriculum connections | Resources
Outdoor learning: Personal and Social Capability
Outdoor learning is a key contributor to the development of personal and social capability for all students. Working collaboratively with others in outdoor learning activities develops students' personal and social skills as well as an appreciation of …
Outdoor learning: Personal and Social Capability | General capabilities | Dimensions | Curriculum connections | Resources
Reflections on learning German – AT
Students explored language and identity as concepts, including looking at similarities and differences between the German and English alphabets, spelling, pronunciation, greetings and interactions. Students engaged in tasks to identify where German is …
Reflections on learning German – AT | Samples | Work samples | Resources
My Spanish learning journey – AT
Students participated in whole-class and peer discussions about their Spanish learning journey. Concepts such as identity, intercultural awareness, metalanguage, values, global citizenship and culture were unpacked and discussed, with students recording …
My Spanish learning journey – AT | Samples | Work samples | Resources
Toys project - ABOVE
As part of their teaching and learning unit on physical sciences, students had investigated different types of forces and simple machines. Students had been explicitly taught how to draw force diagrams and how to scientifically communicate designs that …
Toys project - ABOVE | Samples | Work samples | Resources
Composing texts - compose spoken, written, visual and multimodal learning area texts Literacy Composing texts through speaking, writing and creating Level 1e
compose short learning area texts, with support, to record and report ideas and events
Composing texts - compose spoken, written, visual and multimodal learning area texts | Level 1e | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Composing texts - compose spoken, written, visual and multimodal learning area texts Literacy Composing texts through speaking, writing and creating Level 6
compose and edit longer and more complex learning area texts
Composing texts - compose spoken, written, visual and multimodal learning area texts | Level 6 | Learning Continuum | Literacy | General capabilities | F-10 curriculum
Outdoor learning: Foundation Year
Students at this stage Typically, students in Foundation Year are curious about nature. They often notice things outdoors that adults miss. There is an opportunity to encourage this curiosity and develop skills and knowledge to safely enjoy the outdoors. …
Outdoor learning: Foundation Year | Year levels | Dimensions | Curriculum connections | Resources
Comprehending texts - listen and respond to learning area texts Literacy Comprehending texts through listening, reading and viewing Level 3
listen to spoken instructions with some detail for undertaking learning area tasks, listen to identify key information in spoken and audio texts, including audio-visual texts, and respond to texts read aloud
Comprehending texts - listen and respond to learning area texts | Level 3 | Learning Continuum | Literacy | General capabilities | F-10 curriculum