Elaboration (2) ACLARC124
creating a class book or visual/digital display relating to a school event such as an excursion to the zoo or museum, for example,رحلة إلى حديقة الحيوان؛ في حديقة الحيوان؛ شاهدنا الأسد وهو نائم؛ كان هناك دبّ كبير وقردة بأحجام مختلفةرحلة المدرسة إلى المتحف؛ …
Elaboration (2) | ACLARC124 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (5) ACLJAC109
describing friends, favourite things and objects, using visual, concrete and digital support material, for example, これ は ねずみ です。ちいさい です。かわいい です。 はいいろ です。 すいか です。おいしい です。 ちいさい 目(め) です。
Elaboration (5) | ACLJAC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC132
collecting favourite exclamations, words or expressions used in imaginative and expressive texts in oral, print and digital formats, such as へえー、うそー、あれ？、うーん、どうしよう、こまった、できた、やったー！、おめでとう、がんばって、すごい、いいよ、だめ and using them in their own communicative exchanges …
Elaboration (1) | ACLJAC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC150
responding to simple spoken, written or digital narratives such as folk tales, anime, manga or films that evoke positive or negative emotions such as happiness, amusement or affection, fear or anger, connecting these with their own experiences by using …
Elaboration (2) | ACLJAC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLJAC173
creating written, spoken or multimodal texts such as identity maps, timelines, digital presentations or family trees with captions to describe significant life influences such as key people, events, educational experiences, community affiliations or travel …
Elaboration (1) | ACLJAC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Languages: Chinese - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can use spoken and written (WS3) Chinese to initiate and maintain interactions (WS1, WS2). The student describes and gives information WS2) about self (WS2, WS4), their preferences, environment, experiences …
Languages: Chinese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Spanish - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with teachers and peers through action-related talk and play (WS1, WS6). The student introduces themselves and exchanges greetings and farewells (WS1, WS6). The student uses simple repetitive language (WS5, …
Languages: Spanish - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Science - Above satisfactory - Year 10
This portfolio of student work shows that the student analyses how the Periodic Table organises elements and can explain how it can be used to make predictions about the properties of elements (WS6). The student can explain how different factors influence …
Science - Above satisfactory - Year 10 | Portfolios | Work samples | Resources
Science - Satisfactory - Year 10
This portfolio of student work shows that the student analyses how the Periodic Table organises elements and can explain how it can be used to make predictions about the properties of elements (WS6). The student can explain how different factors influence …
Science - Satisfactory - Year 10 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Vietnamese to interact with peers and the teacher to exchange personal information, describe feelings, and express preferences (WS1, WS6, WS8). When participating in collaborative …
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken French to socialise with peers (WS3), teachers (WS5) and other French speakers in local contexts and online environments (WS2). The student communicates about immediate and …
Languages: French - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Korean to interact with peers (WS3, WS5), teachers and other Korean speakers in face-to-face, local and virtual communications (WS1, WS2, WS4). The student exchanges information …
Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student engages in classroom interactions to carry out collaborative tasks, to exchange information and to express feelings and ideas related to specific contexts, personal interests and daily routines at …
Languages: Korean - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
F-6/7 Humanities and Social Sciences - Foundation to Year 2
Foundation Knowledge and understanding Geography Content descriptions 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 and belong …
F-6/7 Humanities and Social Sciences - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Elaboration (1) ACLCHC210
engaging in oral and digital discussions on topics of personal interest such as music, TV programs or sports, asking questions to seek ideas, request repetition and clarify meaning (for example, 你说你的生日是明天，是吗？) to enhance mutual understanding, for example, …
Elaboration (1) | ACLCHC210 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Presentation: Systems - ABOVE
Throughout the term, students were introduced to various digital systems and their use. Students were asked to identify software and hardware then demonstrate how to use a digital system for a specific purpose at school.
Presentation: Systems - ABOVE | Samples | Work samples | Resources
F-6/7 Humanities and Social Sciences - Years 5 and 6
Year 5 Knowledge and understanding (Geography sub-strand) Content descriptions with elaborations: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration ACLITC025
creating texts in oral, print or digital form to provide information about: people, for example, Ha i capelli lunghi e ricci; ha gli occhi neri; fa il farmacista; abita a Napoli;pets and animals, for example, Mi piace … perchè … . Mangia …, Vive …;places, …
Elaboration | ACLITC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLJAC133
creating imaginary characters, places or animals, and presenting them through performance, digital display or visual representation, for example, みみ が 大きい です。かわ に います。 food/object を たべます。とても こわい です。おばけやしき です。たくさん おばけ が います。目 が 大きい です。あし が ありません。
Elaboration | ACLJAC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Government scavenger hunt – ABOVE
Students completed a scaffolded internet research task. They were provided with a sequence of links to teacher-curated on-line resources housing the answers to specific questions. Students recorded their answer to each question on a digital worksheet …
Government scavenger hunt – ABOVE | Samples | Work samples | Resources