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Number and algebra: Who are we? - WS1

The learning intention of the task was to identify given numbers which occur before and after a given number on a hundreds number chart.

Number and algebra: Who are we? - WS1 | Samples | Mathematics proficiencies | Resources

What do you like to watch? - AT

Students were asked to discuss what TV programs they liked to watch. This was a formative task after completing a module of work.

What do you like to watch? - AT | Samples | Work samples | Resources

The local lagoon – ABOVE

Students undertook a guided excursion to a freshwater wetland in a local national park. After the excursion students completed a structured worksheet in class.

The local lagoon – ABOVE | Samples | Work samples | Resources

The local lagoon – AT

Students undertook a guided excursion to a freshwater wetland in a local national park. After the excursion students completed a structured worksheet in class.

The local lagoon – AT | Samples | Work samples | Resources

analysing how logical relations between ideas are built up by combining main with subordinate clauses indicating cause, result, manner, concession, condition, and so on (for example, ‘Although his poems were not generally well received by critics during …

Elaboration (3) ACHASSI027

explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, …

Elaboration ACHASSK029

predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, …

Elaboration (2) ACHASSI128

interpreting graphic representations and making inferences about patterns and/or distributions (for example, proposing the possible impacts of human activity from an analysis of food webs; reflecting on electoral representation after viewing a plan of …

Elaboration (3) ACADAM002

developing awareness of and taking responsibility for safe dance practices, for example, being aware of self and others in the dance space, moving with care, respecting others dancing in the space; awareness of the boundaries of the dance space; awareness …

Elaboration (8) ACLFRF049

understanding and using negative constructions (for example, tu ne viens pas ce soir?), including the use of de after a negative verb form, for example, je n’ai pas de photos

Elaboration ACLGEC129

recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands

Elaboration (10) ACLGEU166

linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause

Elaboration (4) ACLGEU013

noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.

Elaboration (5) ACLGEU013

noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?

Elaboration (10) ACLGEU030

linking and sequencing events and ideas using a range of cohesive devices, including adverbs (dann, früher, danach, vorher) and common subordinating conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clau …

Elaboration (8) ACLINU098

indicating possession, placing possessive pronouns (saya, Anda/kamu/-mu, dia/nya, mereka) after the noun, and using ber- and mempunyai

Elaboration (3) ACLJAC155

practising formulaic expressions such as those exchanged before and after meals or when giving or receiving gifts or food, for example, いただきます、ごちそうさまでした, and reflecting on the experience of using such exchanges

Elaboration (2) ACLJAC026

examining literal translations of everyday social interactions in Japanese and identifying culturally significant concepts, for example, sayingごちそうさま。 after meals, orすみません。 in a restaurant, or terms used for apologising or excusing

Design project: To market - AT

Students designed a sustainable enterprise including the environment to grow a vegetable. They investigated plant varieties, requirements for growth and the control of weeds. Students investigated opportunities for selling produce including value-added …

Design project: To market - AT | Samples | Work samples | Resources

Design project: To market - BELOW

Students designed a sustainable enterprise including the environment to grow a vegetable. They investigated plant varieties, requirements for growth and the control of weeds. Students investigated opportunities for selling produce including value-added …

Design project: To market - BELOW | Samples | Work samples | Resources

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