HASS - Satisfactory - Year 4
This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and identifies …
HASS - Satisfactory - Year 4 | Portfolios | Work samples | Resources
Languages: Modern Greek - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with teachers and peers through action-related talk and play (WS1, WS2, WS3). The student introduces themselves and their family and exchanges greetings, farewells, and expresses thanks …
Languages: Modern Greek - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student interacts with the teacher and peers through action-related talk and play (WS1, WS2, WS3, WS9). The student introduces themselves and others, and expresses thanks, likes and dislikes, needs and wishes …
Languages: Vietnamese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student uses Vietnamese to interact with the teacher and peers to exchange information and experiences relating to themselves, their family and friends (WS1, WS3, WS5, WS7, WS8). The student uses formulaic …
Languages: Vietnamese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with the teacher and peers to share personal information about aspects of their lives, such as experiences, everyday routines and leisure activities (WS1). The student uses formulaic expressions …
Languages: Arabic - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Chinese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student can use spoken and written Chinese to interact in a range of familiar contexts (WS1, WS2, WS3, WS4). The student responds to instructions, questions (WS2, WS3, WS4) and directions. The student uses …
Languages: Chinese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with the teacher and peers through play- and action-related language (WS1, WS3). The student uses formulaic expressions and appropriate gestures in everyday interactions such as exchanging …
Languages: Japanese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: German - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows the student can share information about their personal worlds, including personal details (WS1), family (WS2), friends, interests, likes, dislikes and preferences (WS5, WS6). The student interacts with others to carry …
Languages: German - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
HASS - Above satisfactory - Year 5
This portfolio of student work shows that the student can explain the significance of people and events/developments in bringing about change (WS4, WS11). The student describes the causes and effects of change on particular communities (WS4, WS9) and …
HASS - Above satisfactory - Year 5 | Portfolios | Work samples | Resources
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
HASS - Above satisfactory - Year 6
This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student describes and explains continuities and changes for different groups in the past …
HASS - Above satisfactory - Year 6 | Portfolios | Work samples | Resources
HASS - Satisfactory - Year 6
This portfolio of student work shows that the student can explain the significance of an event/development, an individual and/or group (WS5, WS6, WS7, WS11). The student identifies and describes continuities and changes for different groups in the past …
HASS - Satisfactory - Year 6 | Portfolios | Work samples | Resources
Languages: Modern Greek - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines (WS1, WS4). The student uses formulaic expressions when …
Languages: Modern Greek - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with the teacher and peers (WS5, WS6, WS7) to exchange information about themselves (WS3), their family (WS2) and friends and initiate interactions by asking and responding to questions …
Languages: Arabic - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student uses Korean to interact in classroom routines, action-related talk and play with teachers and peers (WS3). The student exchanges personal information relating to aspects such as age or interests, using …
Languages: Korean - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses Korean to interact with others (WS3) and teachers (WS8) in classroom routines and activities, exchanging greetings, wishes, experiences, interests and information (WS1, WS8). The student approximates …
Languages: Korean - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Digital Technologies - Years 9 and 10
Content descriptions with elaborations: Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042) examining …
Digital Technologies - Years 9 and 10 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Design and Technologies - Years 3 and 4
Year 3 Knowledge and understanding Content descriptions with elaborations: Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments …
Design and Technologies - Years 3 and 4 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Numeracy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Understand and use numbers in context model, represent, order and use numbers up to five digits Interpret proportional reasoning visualise, describe and order tenths, hundredths, 1-place and 2-place decimals Interpret …
Numeracy - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Numeracy - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Understand and use numbers in context model, represent, order and use numbers up to four digits Interpret proportional reasoning visualise and describe halves and quarters Interpret chance events identify and …
Numeracy - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources