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
Elaboration (7) ACLFRU085
being exposed to le subjonctif verb forms used in set phrases such as il faut que tu partes, il faut que je finisse mes devoirs
Elaboration (7) | ACLFRU085 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLJAC003
using set phrases, formulaic expressions and appropriate gestures for regular classroom routines such as opening and closing lessons and responding to roll call, for example, きりつ, れい, ちゃくせき、はい、います。いません。
Elaboration | ACLJAC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
Elaboration (1) ACLKOC134
interacting with each other, for example, by using 나/저도 좋아요; 아, 그래요? as set phrases in action-related exchanges and shared activities such as games, including interactive computer games, role-plays and composing chants/rhymes
Elaboration (1) | ACLKOC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (3) ACLKOU146
using a structure, a noun or pronoun + a case marker/particle (–은/는, –이/가, –을/를, –에, –도) as a set phrase, for example, 저는, and understanding differences in meanings
Elaboration (3) | ACLKOU146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (1) ACLKOC153
sharing experiences and feelings such asweekend activities and likes/dislikes using 나/저도 …–어/아요 and 나/저도 …–었/았어요 as set phrases, for example, 나/저도 좋아요/좋았어요,나/저도 한국어를 공부해요/공부했어요
Elaboration (1) | ACLKOC153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACLKOU165
using a structure, a noun + –(으)로, as a set phrase and understanding the meaning of the particle –(으)로, for example, 펜으로 쓰세요. 한국어로 뭐예요?
Elaboration (4) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (6) ACLKOU165
using question words to ask about reasons and prices in set phrases 왜요? and 얼마예요? and asking about states, feelings or opinions using 어때요, for example, 영화가 어땠어요?
Elaboration (6) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (2) ACLSPC003
expressing opinions using reflective language as set phrases (Creo que….¡Qué sorpresa!, De acuerdo / no estoy de acuerdo, Prefiero ...), and inviting others to give opinions or suggestions, for example, ¿Estás de acuerdo? ¿Qué piensas? yo sí / yo no
Elaboration (2) | ACLSPC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLVIC142
contributing to the development of a set of class rules, for example, Trong lớp học này chúng ta chỉ nói tiếng Việt vì đây là dịp để thực tập môn tiếng Việt
Elaboration | ACLVIC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
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
Demonstration and verbal response: Dance creation - ABOVE
Students were involved in a 10-week HASS and HPE unit of work about celebrations around the world. The unit of work had a strong focus on working cooperatively in a group. Students were asked to collaborate as a group to prepare a short performance consisting …
Demonstration and verbal response: Dance creation - ABOVE | Samples | Work samples | Resources
Demonstration and verbal response: Dance creation - AT
Students were involved in a 10-week HASS and HPE unit of work about celebrations around the world. The unit of work had a strong focus on working cooperatively in a group. Students were asked to collaborate as a group to prepare a short performance consisting …
Demonstration and verbal response: Dance creation - AT | Samples | Work samples | Resources
Demonstration and written response: Dance creation - BELOW
Students were involved in a 10-week HASS and HPE unit of work about celebrations around the world. The unit of work had a strong focus on working cooperatively in a group. Students were asked to collaborate as a group to prepare a short performance consisting …
Demonstration and written response: Dance creation - BELOW | Samples | Work samples | Resources
Written reflection: Team challenges - ABOVE
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 - ABOVE | Samples | Work samples | Resources
Written reflection: Team challenges - AT
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 - AT | Samples | Work samples | Resources
Written reflection: Team challenges - BELOW
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 - BELOW | Samples | Work samples | Resources