Elaboration (1) ACLKOC155
asking for permission using ...에 가도 돼요? as a set phrase, for example, 화장실에 가도 돼요?
Elaboration (1) | ACLKOC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOC158
asking about and providing reasons for feelings and opinions using 왜요? and 왜냐하면 … as set phrases
Elaboration (2) | ACLKOC158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLKOU166
describing the weather using 날씨가 좋아요/나빠요 or 비가 와요 as set phrases
Elaboration (2) | ACLKOU166 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLMGC122
asking for permission and requesting help using set phrases, for example, Θέλω βοήθεια, ελάτε κυρία, δεν καταλαβαίνω
Elaboration | ACLMGC122 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum
Occupations – AT
Students learnt names of occupations in Korean, related simple sentence structures and set phrases. They created posters of their future jobs in Korean and English, where they would work, what tools they would need and what they would do in their future …
Occupations – AT | Samples | Work samples | Resources
Seeking workplace information - ABOVE
In groups, students visited workplaces that most closely aligned with their interests. Students were asked to prepare a set of interview questions that could be asked of a human resource person in the workplace. They visited the workplace and conducted …
Seeking workplace information - ABOVE | Samples | Work samples | Resources
Seeking workplace information - AT
In groups, students visited workplaces that most closely aligned with their interests. Students were asked to prepare a set of interview questions that could be asked of a human resource person in the workplace. They visited the workplace and conducted …
Seeking workplace information - AT | Samples | Work samples | Resources
Seeking workplace information - BELOW
In groups, students visited workplaces that most closely aligned with their interests. Students were asked to prepare a set of interview questions that could be asked of a human resource person in the workplace. They visited the workplace and conducted …
Seeking workplace information - BELOW | Samples | Work samples | Resources
¿Cuántos hay? – AT
Students learnt how to talk about the classroom environment and name and count classroom items. They learnt how to pluralise, make noun/adjective agreements and set questions and answers to enable them to participate in a game. Students practiced the …
¿Cuántos hay? – AT | Samples | Work samples | Resources
Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE
Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …
Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE | Samples | Work samples | Resources
Demonstration, verbal and written response: Striking and fielding (T-Ball) - AT
Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …
Demonstration, verbal and written response: Striking and fielding (T-Ball) - AT | Samples | Work samples | Resources
Demonstration, verbal and written response: Striking and fielding (T-Ball) - BELOW
Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …
Demonstration, verbal and written response: Striking and fielding (T-Ball) - BELOW | Samples | Work samples | Resources
Our school rules – ABOVE
Students explored the role and importance of rules for a community. They discussed how their school operated as a community and drafted their own set of rules for the school. Students produced posters of their rules for consideration by their school’s …
Our school rules – ABOVE | Samples | Work samples | Resources
Our school rules – AT
Students explored the role and importance of rules for a community. They discussed how their school operated as a community and drafted their own set of rules for the school. Students produced posters of their rules for consideration by their school’s …
Our school rules – AT | Samples | Work samples | Resources
Excursion report (Mackay Harbour) – ABOVE
Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …
Excursion report (Mackay Harbour) – ABOVE | Samples | Work samples | Resources
Excursion report (Mackay Harbour) – AT
Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …
Excursion report (Mackay Harbour) – AT | Samples | Work samples | Resources
Written reflection: Team challenges
For the first three lessons of the year, students worked in small groups to complete a number of challenges that required teamwork, decision-making, problem-solving, and movement skills to be successful. This series of lessons focused on building social …
Written reflection: Team challenges | Samples | Curriculum connections | Resources
Design project: Desktop lamp - ABOVE
Students completed an investigation of lighting technology and design developments over the past century. They developed knowledge and understanding of lighting technologies and the impact they have locally and globally. Students identified key elements …
Design project: Desktop lamp - ABOVE | Samples | Work samples | Resources
Design project: Desktop lamp - AT
Students completed an investigation of lighting technology and design developments over the past century. They developed knowledge and understanding of lighting technologies and the impact they have locally and globally. Students identified key elements …
Design project: Desktop lamp - AT | Samples | Work samples | Resources
Design project: Desktop lamp - BELOW
Students completed an investigation of lighting technology and design developments over the past century. They developed knowledge and understanding of lighting technologies and the impact they have locally and globally. Students identified key elements …
Design project: Desktop lamp - BELOW | Samples | Work samples | Resources