Das bin ich! – AT
Students learnt vocabulary and expressions, and used modelled sentences to share personal information. Students viewed, listened to and read texts in German and English about sharing personal information, and compared the language and culture in these …
Das bin ich! – AT | Samples | Work samples | Resources
The Australian colonies – ABOVE
Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …
The Australian colonies – ABOVE | Samples | Work samples | Resources
Bushfire action plan – ABOVE
Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …
Bushfire action plan – ABOVE | Samples | Work samples | Resources
Bushfire action plan – AT
Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …
Bushfire action plan – AT | Samples | Work samples | Resources
Travel itinerary – ABOVE
Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …
Travel itinerary – ABOVE | Samples | Work samples | Resources
Animales de Venezuela – AT (Spanish 3-4)
Students learnt about Venezuelan animals and how to describe habitat, characteristics, what they eat and what they can do. Students were familiar with simple sentence constructions using present tense verbs, adjectives, simple conjunctions, plural forms, …
Animales de Venezuela – AT (Spanish 3-4) | Samples | Work samples | Resources
Exploring rights and freedoms - AT
Students were asked to investigate the role, actions and influence of an individual or group involved in the achievement of the civil rights of Aboriginal and Torres Strait Islander peoples. They were required to present their findings in the first-person …
Exploring rights and freedoms - AT | Samples | Work samples | Resources
Why we shouldn’t go to school 6 days a week – AT
Students learnt persuasive writing techniques and how to present opinions, thoughts and argue a case in a short text. Students examined the features of persuasive texts, as well as paragraphing, sequencing and common grammatical structures and vocabulary …
Why we shouldn’t go to school 6 days a week – AT | Samples | Work samples | Resources
Research inquiry: Interconnections - ABOVE
Students were required to select one product that is purchased by their household and investigate how the production and demand for this product creates networks of trade and economic interdependence at and across different scales. The inquiry took place …
Research inquiry: Interconnections - ABOVE | Samples | Work samples | Resources
Choreography: Telling stories - AT
Students investigated how elements of dance can be used to tell a story. The task consisted of two sections that were joined together. The first part engaged the students in the development of understanding of repetition and contrast to communicate their …
Choreography: Telling stories - AT | Samples | Work samples | Resources
Composition: Penguins soundscape - ABOVE
Students learning in music builds upon learning from the previous band. Students perform from a musical score that they have graphically notated and composed collaboratively with the ensemble in response to their study of penguins in the local habitat. The …
Composition: Penguins soundscape - ABOVE | Samples | Work samples | Resources
Written response: Including others - ABOVE
As part of a unit of work on valuing diversity, students learnt about the importance of positive relationships as they transition into adolescence. Students were asked to examine scenarios involving a range of relationship issues and use a thinking routine …
Written response: Including others - ABOVE | Samples | Work samples | Resources
Written response: Bushwalking - AT
As part of a unit of work about healthy eating and the outdoors, students learnt about the natural environment and participated in a bushwalk in their local community. Students explored strategies to promote minimal impact on the environment. Students …
Written response: Bushwalking - 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 …
Data analysis: Human wellbeing - ABOVE | Samples | Work samples | Resources
Workplace health and safety - AT
This task contained a series of components. Students investigated the health and safety conditions in a hypothetical workplace. They summarised their observations and suggested a course of action. Students researched the legislation applying to Australian …
Workplace health and safety - AT | Samples | Work samples | Resources
Response to film Serdadu Kumbang - AT
Students watched the film Serdadu Kumbang and then completed the formative task which consisted of two parts. A written response in Indonesian and response in English on cultural elements in the film. Part A: Written response in Indonesian. Students …
Response to film Serdadu Kumbang - AT | Samples | Work samples | Resources
Past and present – AT
Students recorded, with teacher guidance, a definition of ‘the past’ and a definition of ‘the present’. Following class discussion, and teacher provision of examples, students drew pictures and wrote explanatory texts to support each definition. Students …
Past and present – AT | Samples | Work samples | Resources
Español mind map and reflection– AT
In this unit, students discussed the Spanish-speaking world, some of the differences between Spanish and English and the benefits of language learning. Students learnt about displaying this knowledge and understanding through mind maps and Venn diagrams. In …
Español mind map and reflection– AT | Samples | Work samples | Resources
About me (Arabic) – AT
Students explored the concept of identity in a unit called ‘Who am I?’ They learned the relevant language structures, and participated in various tasks to practice reading, writing and talking about themselves and their personal world. In this task, …
About me (Arabic) – AT | Samples | Work samples | Resources
Landforms and landscapes - AT
Students were required to investigate the economic, social and environmental impacts of human interactions with a key geographical landform in their local area and the impacts of the landform on human interactions. Over the course of two weeks, students …
Landforms and landscapes - AT | Samples | Work samples | Resources