Animal Storybook - AT
Students were asked to create a children’s number book showing animals engaged in various activities. Students were to include: a variety of adjectives and apply the rules of agreement with nouns regular and irregular present tense verbs the time of …
Animal Storybook - AT | Samples | Work samples | Resources
Elaboration (5) ACLFWC030
identifying and explaining concepts, practices and expressions in the language which do not easily translate into English, and vice versa for example, the number system, time, terms for colour, daily and seasonal cycles, kinship terms, environmental sounds …
Elaboration (5) | ACLFWC030 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWC116
identifying and explaining concepts, practices and expressions in the target language which do not easily translate into English, and vice versa, for example, number systems, time, colour daily and seasonal cycles, kinship terms, environmental sounds/elements/items/processes, …
Elaboration (5) | ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Researching a scientist - ABOVE
In previous teaching and learning units, students practiced researching scientific topics online and they were taught how to judge the quality of the information they found. Students were given opportunities to write research reports that included bibliographies. In …
Researching a scientist - ABOVE | Samples | Work samples | Resources
Der Stadtrundgang – AT
Students learnt vocabulary for describing tourist attractions and activities for German-speaking tourists to see and do in a city. In this context they learnt the impersonal phrase es gibt and revised nominative/accusative case endings. They were also …
Der Stadtrundgang – AT | Samples | Work samples | Resources
Interconnections: Magnetic Island
Over a two-week period, students completed a staged investigative inquiry into how people connect with Magnetic Island and the impacts of these interconnections. The scaffolded stages of the inquiry were: Identify and list the main questions that need …
Interconnections: Magnetic Island | Samples | Curriculum connections | Resources
Interconnections: Magnetic Island - AT
Over a two-week period, students completed a staged investigative inquiry into how people connect with Magnetic Island and the impacts of these interconnections. The scaffolded stages of the inquiry were: Identify and list the main questions that need …
Interconnections: Magnetic Island - AT | Samples | Work samples | Resources
Data analysis: Human wellbeing - ABOVE
Students were required to use and respond to a range of presented data sources to form conclusions about human wellbeing in African countries. The task was completed in test conditions as a summative assessment at the end of a two-week inquiry unit. It involved …
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Data analysis: Human wellbeing - AT
Students were required to use and respond to a range of presented data sources to form conclusions about human wellbeing in African countries. The task was completed in test conditions as a summative assessment at the end of a two-week inquiry unit. It involved …
Data analysis: Human wellbeing - AT | Samples | Work samples | Resources
Saving our planet – AT
In a unit on world environmental issues, students learnt relevant vocabulary, grammar and expressions to: understand and discuss causes of environmental problems and some solutions extend their understanding of lexis connected to climate change and environmental …
Saving our planet – AT | Samples | Work samples | Resources
Written response: Respectful relationships - ABOVE
The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …
Written response: Respectful relationships - ABOVE | Samples | Work samples | Resources
Reading Chinese characters - AT
Students were asked to read Chinese characters and translate them to tell the time and also demonstrate understanding of characters for different forms of transport.
Reading Chinese characters - AT | Samples | Work samples | Resources
Rock formation – ABOVE
In a teaching and learning unit on the rock cycle, students engaged in several activities relating to the formation of sedimentary rocks, focusing on the processes of chemical and physical weathering, erosion, deposition, compaction, cementation and fossil …
Rock formation – ABOVE | Samples | Work samples | Resources
Rock formation – AT
In a teaching and learning unit on the rock cycle, students engaged in several activities relating to the formation of sedimentary rocks, focusing on the processes of chemical and physical weathering, erosion, deposition, compaction, cementation and fossil …
Rock formation – AT | Samples | Work samples | Resources
Elaboration (7) ACLFRU013
using singular forms of common verbs in the present tense (for example, je suis chinois, tu as trois frères, il aime le football, Papa est grand) and some forms of irregular verbs such as aller, venir and faire
Elaboration (7) | ACLFRU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (2) ACLFRU103
marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
Elaboration (2) | ACLFRU103 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum
Elaboration ACLSPU159
finding examples of informal language used by young people in Spanish, such as shortened noun forms (la profe, la bici, la compu) or the use of emoticons, comparing with the use of similar abbreviations by young Australians (‘vegie’, ‘ta’, ‘telly’), and …
Elaboration | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 …
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Seeking workplace information - AT
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 - AT | Samples | Work samples | Resources
Seeking workplace information - BELOW
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 - BELOW | Samples | Work samples | Resources