Hiragana writing task – introductory letter - AT
Students were asked to write a short self-introduction letter to a visiting Japanese teacher following the conventions of the text type and stroke order on genkōyoshi paper. Concepts of self-introduction and expressing personal information were explored …
Hiragana writing task – introductory letter - AT | Samples | Work samples | Resources
Self-introduction – oral presentation - AT
Students were asked to write a script introducing themselves in Japanese to be presented to the class. Students had learnt the language and sentence construction associated with self-introduction such as greetings, name, age, year level, birthday, zodiac …
Self-introduction – oral presentation - AT | Samples | Work samples | Resources
Written response: Puberty and me - ABOVE
Students were involved in a five-week unit of work about puberty and relationships. This involved a focus on personal qualities, rights, responsibilities, and stereotypes and how they are reflected in the media. Students learnt about the importance of …
Written response: Puberty and me - ABOVE | Samples | Work samples | Resources
Written response: Puberty and me - AT
Students were involved in a five-week unit of work about puberty and relationships. This involved a focus on personal qualities, rights, responsibilities, and stereotypes and how they are reflected in the media. Students learnt about the importance of …
Written response: Puberty and me - AT | Samples | Work samples | Resources
Design project: Automata - ABOVE
Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, locking and unlocking mechanisms, toys that move and mechanisms in the family car. They critiqued these key …
Design project: Automata - ABOVE | Samples | Work samples | Resources
Design project: Automata - AT
Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, unlocking and opening a door, toys that move and mechanisms in the family car. They critiqued these key mechanical …
Design project: Automata - AT | Samples | Work samples | Resources
Design project: Automata - BELOW
Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, unlocking and opening a door, toys that move and mechanisms in the family car. They critiqued these key mechanical …
Design project: Automata - BELOW | Samples | Work samples | Resources
Reading Hiragana - AT
Students had been learning the Hiragana alphabet. The system to help students learn Hiragana focuses on practising two rows of the Hiragana chart at a time, adding and reviewing hiragana at a student’s own pace. This is called the ‘Karate Belt’ system. White …
Reading Hiragana - AT | Samples | Work samples | Resources
Readers theatre: Blueback - BELOW
Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English and playbuilding in Drama. They developed their own character in an imaginary town meeting in Longboat Bay, the novel’s setting. They used these characters …
Readers theatre: Blueback - BELOW | Samples | Work samples | Resources
Blueback trailer - ABOVE
Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English, Drama, Dance and the creation of a film trailer as a Media Arts summative task. They developed and planned their own sequences based on the novel's …
Blueback trailer - ABOVE | Samples | Work samples | Resources
Blueback trailer - AT
Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English, Drama, Dance and the creation of a film trailer as a Media Arts summative task. They developed and planned their own sequences based on the novel's …
Blueback trailer - AT | Samples | Work samples | Resources
Blueback trailer - BELOW
Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English, Drama, Dance and the creation of a film trailer as a Media Arts summative task. They developed and planned their own sequences based on the novel's …
Blueback trailer - BELOW | Samples | Work samples | Resources
Digital project: Rapunzel - AT
Students were presented with the problem of rescuing Rapunzel from the tower in 60 seconds. In teams, they designed, built and programmed a device that would allow the prince to safely rescue Rapunzel. They were asked to use tilt and motion sensors to …
Digital project: Rapunzel - AT | Samples | Work samples | Resources
Reasoning
In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …
Reasoning | Portfolios | Mathematics proficiencies | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources