Production elements - ABOVE
Students studied the elements of production in a 10-week unit based on the musical Blood Brothers (1983) by Willy Russell. Students explored the script with group workshops, moved readings and short performances for the class. Assessment during the unit …
Production elements - ABOVE | Samples | Work samples | Resources
UnT4
Comprehension reads and views simple texts with adult support (see Text complexity) demonstrates understanding of a range of texts read by adults makes relevant comments or asks relevant questions to demonstrate understanding of the text makes connections …
UnT4 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT6
Comprehension reads and views simple texts and some predictable texts (see Text complexity) locates specific information in a predictable print text or a given set of digital sources describes the purpose of informative, imaginative and persuasive …
UnT6 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT9
Comprehension reads and views moderately complex texts (see Text complexity) identifies the main themes or concepts in moderately complex texts summarises the text identifying key details compares and contrasts the use of visual elements in multimodal …
UnT9 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT11
Generic indicators spells a range of challenging words correctly (see Spelling)
CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT10
Generic indicators organises related information and ideas into paragraphs/sections uses a range of complex punctuation flexibly and correctly (see Punctuation) spells complex and most challenging words correctly (see Spelling) uses a range of …
CrT10 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Solar cells - Above
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
Solar cells - Above | Samples | Work samples | Resources
Blog: Working safely - ABOVE
Students, with teacher assistance, have collected evidence of safe and skilful use of technologies in a range of design tasks, and recorded this in a blog.
Blog: Working safely - ABOVE | Samples | Work samples | Resources
Blog: Working safely - AT
Students, with teacher assistance, have collected evidence of safe and skilful use of technologies in a range of design tasks, and recorded this in a blog.
Blog: Working safely - AT | Samples | Work samples | Resources
Blog: Working safely - BELOW
Students, with teacher assistance, have collected evidence of safe and skilful use of technologies in a range of design tasks, and recorded this in a blog.
Blog: Working safely - BELOW | Samples | Work samples | Resources
Toys project - AT
As part of their teaching and learning unit on physical sciences, students had investigated different types of forces and simple machines. Students had been explicitly taught how to draw force diagrams and how to scientifically communicate designs that …
Toys project - AT | Samples | Work samples | Resources
Presentation: Working safely - AT
Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.
Presentation: Working safely - AT | Samples | Work samples | Resources
Presentation: Working safely - ABOVE
Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.
Presentation: Working safely - ABOVE | Samples | Work samples | Resources
Presentation: Working safely - BELOW
Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.
Presentation: Working safely - BELOW | Samples | Work samples | Resources
Solar cells - AT
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
Solar cells - AT | Samples | Work samples | Resources
Toys project - ABOVE
As part of their teaching and learning unit on physical sciences, students had investigated different types of forces and simple machines. Students had been explicitly taught how to draw force diagrams and how to scientifically communicate designs that …
Toys project - ABOVE | Samples | Work samples | Resources
Water purification - ABOVE
In a teaching and learning unit on pure substances and mixtures, students investigated different types of mixtures and explored scientific terminology used to describe their components, states of matter, reversible and irreversible changes, aspects of …
Water purification - ABOVE | Samples | Work samples | Resources
Investigation: Innovation - AT
Students investigated a designed solution they believed was innovative. They prepared a report including an analysis of why the design was innovative (including materials, tools and techniques) and an analysis of the impact of this designed solution on …
Investigation: Innovation - AT | Samples | Work samples | Resources
Mouse trap dragster – Canobolas
This task was part of a unit of work designed to investigate forces and laws of motion. Students participated in a series of lessons covering Newton’s Laws of Motion, forces and simple machines. Teachers provided students with skills in research and scientific …
Mouse trap dragster – Canobolas | Samples | STEM | Resources
Comparison: Food models - BELOW
Students were asked to compare the Australian Guide to Healthy Eating with the dietary recommendations from another country. They were then asked to design their own food guidelines and to explain reasons for their recommendations. This assessment task …
Comparison: Food models - BELOW | Samples | Work samples | Resources