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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

Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student shares information about their personal worlds (WS6), including personal details, family, friends, leisure activities (WS4), likes and dislikes (WS1, WS3, WS5). The student interacts with others (WS5) …

Languages: Spanish - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Modern Greek - 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, WS2, WS3). The student introduces themselves and their family and exchanges greetings, farewells, and expresses thanks …

Languages: Modern Greek - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student uses Greek to describe feelings, express likes and dislikes and exchange information about their personal world, including information about themselves, their family, friends and interests (WS1, WS2, …

Languages: Modern Greek - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Korean - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student interacts with peers and teachers through play- and action-related talk, exchanging greetings and introducing themselves with gestures (WS1,WS2, WS4, WS5). The student responds to question cues by …

Languages: Korean - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: Vietnamese - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student interacts with the teacher and peers through action-related talk and play (WS1, WS2, WS3, WS9). The student introduces themselves and others, and expresses thanks, likes and dislikes, needs and wishes …

Languages: Vietnamese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: Vietnamese - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student uses Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends (WS1, WS3, WS5, WS7, WS8). The student uses formulaic …

Languages: Vietnamese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: Vietnamese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings (WS1, WS3, WS4, WS5, WS6). The student exchanges information about aspects of their …

Languages: Vietnamese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Arabic - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can interact with the teacher and peers (WS5, WS6, WS7) to exchange information about themselves (WS3), their family (WS2) and friends and initiate interactions by asking and responding to questions …

Languages: Arabic - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Elaboration ACELA1428

learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers

Elaboration (1) ACELA1461

exploring the differences between giving a presentation and talking to friends

Elaboration (4) ACELY1792

using language appropriately in different situations such as making a request of a teacher, explaining a procedure to a classmate, engaging in a game with friends

Elaboration ACELA1488

recognising that we can use language differently with our friends and families, but that Standard Australian English is typically used in written school texts and more formal contexts

Elaboration (1) ACHASSI002

listening to stories from oral, audiovisual and other sources to find information about family, friends, celebrations, places and Aboriginal and Torres Strait Islander cultures

Elaboration (1) ACHASSI003

contributing information to shared records of places, families and friends (for example, adding personal details to murals, concept maps, tally charts and pictorial tables)

Elaboration ACHASSI005

comparing aspects of the childhood of parents, grandparents, elders or a familiar older person, with similar aspects of childhood today (for example, the favourite games of a familiar older person with those of self and class friends)

Elaboration ACHASSK012

making a calendar of commemorative events that students, their family and friends celebrate (for example, birthdays, religious festivals such as Easter, Ramadan, Buddha’s Birthday, Feast of Passover; family reunions and community commemorations such as …

Elaboration (2) ACHASSI036

locating the places they are connected to (such as through family, travel, friends), or the places they visit for shopping, recreation or other reasons on a print, electronic or wall map

Elaboration ACHASSI038

discussing why some places are considered special or significant by others (for example, by parents, Aboriginal or Torres Strait Islander Peoples, their grandparents or familiar elders their friends, returned soldiers, wildlife workers)

Elaboration ACHASSK050

examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, or through environmental practices such as where their waste ends up and its effect …

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