Heat transfer – AT
By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. …
Heat transfer – AT | Samples | Work samples | Resources
Workplace health and safety - ABOVE
This task contained a series of components. Students investigated the health and safety conditions in a hypothetical workplace. They summarised their observations and suggested a course of action. Students researched the legislation applying to Australian …
Workplace health and safety - ABOVE | Samples | Work samples | Resources
Radioactivity – ABOVE
In a teaching and learning unit on chemical sciences, students learnt the basic concepts and history of atomic theory, investigated different models of the structure of atoms, and learnt about isotopes and different forms of radioactive decay. They discussed …
Radioactivity – ABOVE | Samples | Work samples | Resources
Earth Science Task – AT
Over a period of eight weeks, students engaged in an integrated STEAM project designed to offer students insights into real-world industry applications and work experiences. Students were organised into ‘business units’ of a fictitious mining corporation …
Earth Science Task – AT | Samples | Work samples | Resources
Science research project – AT
In previous Science teaching and learning units, students practised how to: identify questions that can be investigated scientifically, plan and conduct scientific investigations, collect and process data, and present their results in the format of a …
Science research project – AT | Samples | Work samples | Resources
Source analysis and extended response: The Industrial Revolution - Above
Students examined four primary sources detailing working conditions in factories, mines and other operations during the Industrial Revolution. They completed four source analysis tables, recording their findings and ideas about the nature, content and …
Source analysis and extended response: The Industrial Revolution - Above | Samples | Work samples | Resources
Source analysis and extended response: The Industrial Revolution - At
Students examined four primary sources detailing working conditions in factories, mines and other operations during the Industrial Revolution. They completed four source analysis tables, recording their findings and ideas about the nature, content and …
Source analysis and extended response: The Industrial Revolution - At | 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
Earth Science Task – ABOVE
Over a period of eight weeks, students engaged in an integrated STEAM project designed to offer students insights into real-world industry applications and work experiences. Students were organised into ‘business units’ of a fictitious mining corporation …
Earth Science Task – ABOVE | Samples | Work samples | 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
Natural and man-made impact on ecosystems – ABOVE
In a teaching and learning unit on ecology, students learnt about energy and matter transfer in an ecosystem using food chains and food webs, different relationships between organisms in an ecosystem, sustainability, and natural and man-made impacts on …
Natural and man-made impact on ecosystems – ABOVE | Samples | Work samples | Resources
7-10 Civics and Citizenship - Year 9
Citizenship, diversity and identity Content descriptions with elaborations: The influence of a range of media, including social media, in shaping identities and attitudes to diversity (ACHCK080) analysing how media represent different groups in Australian …
7-10 Civics and Citizenship - Year 9 | Digital media literacy | Dimensions | Curriculum connections | Resources
Digital Technologies - Above satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users (WS5). The student explains simple data compression, …
Digital Technologies - Above satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Sustainability - Years 9 and 10
World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability. Field studies provide an excellent opportunity to develop and practice the skills to …
Sustainability - Years 9 and 10 | Human-nature relationships | Dimensions | Curriculum connections | Resources
Digital Technologies - Years 9 and 10
Investigating and defining Define and decompose real-world problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038) Evaluating Evaluate critically how student …
Digital Technologies - Years 9 and 10 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Investigate culture and cultural identity analyse how membership of local, regional, national and international groups shapes identities including their own Explore and compare cultural knowledge, beliefs …
Intercultural Understanding - Level 6 (Years 9 and 10) | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Develop respect for cultural diversity understand the importance of mutual respect in promoting cultural exchange and collaboration in an interconnected world Communicate across cultures analyse the complex …
Intercultural Understanding - Level 6 (Years 9 and 10) | Digital media literacy | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Investigate culture and cultural identity analyse how membership of local, regional, national and international groups shapes identities including their own Explore and compare cultural knowledge, beliefs …
Intercultural Understanding - Level 6 (Years 9 and 10) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources
Intercultural Understanding - Level 6 (Years 9 and 10)
Typically by the end of Year 10, students: Investigate culture and cultural identity analyse how membership of local, regional, national and international groups shapes identities including their own Explore and compare cultural knowledge, beliefs …
Intercultural Understanding - Level 6 (Years 9 and 10) | Respectful relationships | Dimensions | Curriculum connections | Resources
Science - Years 9 and 10
Year 9 Science Understanding Biological sciences Content description with elaborations: Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176) exploring …
Science - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources