HASS - Satisfactory - Year 5
This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …
HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources
Excursion report (Mackay Harbour) – AT
Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …
Excursion report (Mackay Harbour) – AT | Samples | Work samples | Resources
Establishing a new colony – AT
Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …
Establishing a new colony – AT | Samples | Work samples | Resources
Hiragana writing task – stroke order - AT
Students were asked to demonstrate their understanding of correct stroke order when writing Hiragana. Students were given a mini whiteboard and marker then had to write each hiragana that their teacher called out in random order.
Hiragana writing task – stroke order - AT | Samples | Work samples | Resources
Languages: French - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …
Languages: French - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can use formulaic and modelled language (WS3) in classroom interactions to carry out transactions and to share or convey information (WS3, WS4, WS5, WS6) about daily routines, activities and events, …
Languages: Japanese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
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
Quanti animali - AT
Students had completed a unit of work on animals learning the vocabulary to name them and adjectives to describe their characteristics. Students had learned that many animals in Italian have similar names in English and discussed how cognates can help …
Quanti animali - AT | Samples | Work samples | Resources
Mascot maker - AT
Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …
Mascot maker - AT | Samples | Work samples | Resources
Scripted performance: Goldfields - AT
Students studied the gold rushes and their impact on Australia and its peoples through an integrated unit that involved History and Drama. In particular, they explored the Victorian goldfields, the miner’s licence and the unrest that led to the Eureka …
Scripted performance: Goldfields - AT | Samples | Work samples | Resources
Written reflection: Team challenges - AT
For the first three lessons of the year, students worked in small groups to complete a number of challenges that required teamwork, decision-making, problem-solving, and movement skills to be successful. This series of lessons focused on building social …
Written reflection: Team challenges - AT | Samples | Work samples | Resources