Product
This portfolio shows that the student can implement a modular program using an object-oriented programming language. The student uses efficient coding practice principles, calls a function to reduce complexity, defines the function to perform complex …
Product | Portfolios | STEM | Resources
Force and motion
In this portfolio, the student shows understanding of the factors that impact on the motion of a model car and of the mechanical forces acting on it. They use knowledge of material properties to improve performance. Students describe Newton’s Second Law …
Force and motion | Portfolios | STEM | Resources
Digital Technologies - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Above satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users (WS5). The student explains simple data compression, …
Digital Technologies - Above satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users (WS5). The student explains simple data compression, …
Digital Technologies - Satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users (WS5). The student explains simple data compression, …
Digital Technologies - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years F to 2
This portfolio of student work shows that the student can interact with teachers and peers through play and action-related language. The student uses greetings such as Selamat pagi/siang and responds to instructions such as Berdirilah, Masuklah through …
Languages: Indonesian - Satisfactory - Years F to 2 | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact in classroom routines and structured interactions with teachers and peers (WS1). The student reproduces the sounds of au (for example, mau) and g (for example, gemuk) and the final sound k (for …
Languages: Indonesian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources
Health and Physical Education - Satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe the changes that occur during puberty and identify how relationships change during this time (WS3). They provide appropriate advice about managing changing social relationships (WS3). …
Health and Physical Education - Satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe a range of physical, social and moral changes that occur during puberty and identify how and why relationships change during this time (WS3). They provide detailed advice about managing …
Health and Physical Education - Above satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Digital Technologies - Years 5 and 6
Processes and Production Skills Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) Design a user interface for a digital system (ACTDIP018) Explain how student …
Digital Technologies - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Drama - Years 9 and 10
Exploring ideas and improvising with ways to represent ideas Improvise with the elements of drama and narrative structure to develop ideas, and explore subtext to shape devised and scripted drama (ACADRM047) Structuring and organising ideas into form Structure …
Drama - Years 9 and 10 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Drama - Years 5 and 6
Exploring ideas and improvising with ways to represent ideas Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural …
Drama - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Pose questions pose questions to expand their knowledge about the world Imagine possibilities and connect ideas expand on known ideas to create new and imaginative combinations Consider alternatives explore situations …
Critical and Creative Thinking - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 9 and 10
Evaluate factors that shape identities and critically analyse how individuals impact on the identities of others (ACPPS089) Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094) Plan …
Health and Physical Education - Years 9 and 10 | Health and wellbeing | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 1e (Foundation Year)
Typically, by the end of Foundation Year, students: Pose questions pose factual and exploratory questions based on personal interests and experiences Imagine possibilities and connect ideas use imagination to view or create things in new ways and connect …
Critical and Creative Thinking - Level 1e (Foundation Year) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Pose questions pose questions to identify and clarify issues, and compare information in their world Imagine possibilities and connect ideas build on what they know to create ideas and possibilities in ways that …
Critical and Creative Thinking - Level 2 (Years 1 and 2) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources