Megafauna essays – ABOVE
Students were asked to create in expositional essay to analyse and evaluate the evidence for opposing theories relating to the extinction of Australia’s megafauna. This task was part of a teaching and learning unit on biodiversity which focused on the …
Megafauna essays – ABOVE | Samples | Work samples | Resources
Megafauna essays – AT
Students were asked to create in expositional essay to analyse and evaluate the evidence for opposing theories relating to the extinction of Australia’s megafauna. This task was part of a teaching and learning unit on biodiversity which focused on the …
Megafauna essays – AT | Samples | Work samples | Resources
Mysterious universe – AT
Students were asked to create a scientific report to explain the evidence that supports the Big Bang theory for the evolution of the universe. Students were asked to address the following questions and discuss the key scientific ideas relating to: 1) …
Mysterious universe – AT | Samples | Work samples | Resources
Seeking workplace information - ABOVE
In groups, students visited workplaces that most closely aligned with their interests. Students were asked to prepare a set of interview questions that could be asked of a human resource person in the workplace. They visited the workplace and conducted …
Seeking workplace information - ABOVE | Samples | Work samples | Resources
The local lagoon – AT
Students undertook a guided excursion to a freshwater wetland in a local national park. After the excursion students completed a structured worksheet in class.
The local lagoon – AT | Samples | Work samples | Resources
Australia: your life so far – ABOVE
Students produced a ‘profile’ of Australia on the eve of federation in 1901. In class during one 50-minute lesson, they completed sections of a teacher-created proforma to draw together information and ideas from their study of Australia’s history and …
Australia: your life so far – ABOVE | 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
Written response: Puberty and me - BELOW
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 - BELOW | Samples | Work samples | Resources
Safety and risk - ABOVE
Students demonstrated their understanding of safe work practices in technologies classrooms and how to manage risk.
Safety and risk - ABOVE | Samples | Work samples | Resources
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
Bouncing balls – ABOVE
Students were asked to design an investigation that determines the relationship between the drop height of a ball and its bounce back height. This task was part of a teaching and learning unit on transformation of energy where students explored how energy …
Bouncing balls – ABOVE | Samples | Work samples | Resources
Bouncing balls – AT
Students were asked to design an investigation that determines the relationship between the drop height of a ball and its bounce back height. This task was part of a teaching and learning unit on transformation of energy where students explored how energy …
Bouncing balls – AT | Samples | Work samples | Resources
Wetter - AT
Students created a German weather phrasebook that included German and English translations, as well as a picture to describe each phrase. They learnt how to use a conjunction to join two short sentences. This was the first task in a unit focusing on how …
Wetter - AT | Samples | Work samples | Resources
The local lagoon – ABOVE
Students undertook a guided excursion to a freshwater wetland in a local national park. After the excursion students completed a structured worksheet in class.
The local lagoon – ABOVE | Samples | Work samples | Resources
Genetics practical – ABOVE
Students were asked to perform a multi-generational study on the genetic inheritance of two different traits in the species Brassica rapa, a variety of the canola plant. Students were provided with two sets of seeds that had resulted from crossbreeding …
Genetics practical – ABOVE | Samples | Work samples | Resources
Genetics practical – AT
Students were asked to perform a multi-generational study on the genetic inheritance of two different traits in the species Brassica rapa, a variety of the canola plant. Students were provided with two sets of seeds that had resulted from crossbreeding …
Genetics practical – AT | Samples | Work samples | Resources
Living things – AT
Students learnt about farm, wild and domestic animals within the unit ‘living things’. After building on vocabulary related to colours, students were introduced to descriptive sentences for noun and adjective agreement. Students participated in discussions …
Living things – AT | Samples | Work samples | Resources
Why do you want to learn Vietnamese? – AT
Students learnt how to discuss likes and dislikes with justification and how to express personal information, desires and wishes. In this task, students were asked to create a bilingual poster explaining why they want to learn Vietnamese.
Why do you want to learn Vietnamese? – AT | Samples | Work samples | Resources
About me (Arabic) – AT
Students explored the concept of identity in a unit called ‘Who am I?’ They learned the relevant language structures, and participated in various tasks to practice reading, writing and talking about themselves and their personal world. In this task, …
About me (Arabic) – AT | Samples | Work samples | Resources