Written response: Fitness - BELOW
Throughout the term, students participated in a range of physical activities that developed health-related and skill-related fitness components. The teacher led discussion about the difference between health- and skill-related components and after each …
Written response: Fitness - BELOW | Samples | Work samples | Resources
Song analysis: Relationships and values - BELOW
As part of a unit of work on respectful relationships and values, students were asked to select a song that describes a relationship between two people or two groups of people. Students were asked to write an essay to analyse the aspects of the relationship …
Song analysis: Relationships and values - BELOW | Samples | Work samples | Resources
Reflections on a shadow day - BELOW
Students were part of a mixed-ability, multi-aged class of combined Year 9 and Year 10 students. In cooperation with the teacher, students negotiated a day to shadow a person working in an occupation of interest. Prior to the experience, students prepared …
Reflections on a shadow day - BELOW | Samples | Work samples | Resources
Personal Introduction – Ini Saya - AT
Students were asked to present an oral self-introduction during class using expressions and phrases on introducing oneself learned throughout the semester. This task was completed without use of notes. It was a summative task at the end of the unit Ini …
Personal Introduction – Ini Saya - AT | Samples | Work samples | Resources
Digital project: Game on - AT
Students collaboratively designed and implemented a computer game for a primary school audience using open source visual programming. They used an agile approach to develop a game featuring a welcome screen, a designed background, characters or objects …
Digital project: Game on - AT | Samples | Work samples | Resources
Digital project: Game on - BELOW
Students collaboratively designed and implemented a computer game for a primary school audience using open source visual programming. They used an agile approach to develop a game featuring a welcome screen, a designed background, characters or objects …
Digital project: Game on - BELOW | Samples | Work samples | Resources
Elaboration (1) ACLINU030
describing places (for example, kolam renang, taman, toko, pantai, sekolah, rumah, desa, gereja, pura, mesjid) and movement using prepositions (for example, dari, ke, dengan, pada) and adjectives, for example, kiri, kanan
Elaboration (1) | ACLINU030 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLGEC023
comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute …
Elaboration (3) | ACLGEC023 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLVIU151
understanding the variability of sound–letter matches and distinguishing between similar sounds such as ch and tr, s and x (chai/trai or song/xong)
Elaboration (2) | ACLVIU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (2) ACLFRC002
participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, Tu as un 7? Oui, voilà. Et toi, tu as un 10? …
Elaboration (2) | ACLFRC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration (3) ACLGEU015
recognising different registers, such as the different words for ‘you’, for example, Was machst du, Peter? Was macht ihr, Kinder (Klasse 7)? Setz dich, Peter! Setzt euch Kinder! Kommen Sie bitte herein, Herr Berger!
Elaboration (3) | ACLGEU015 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLSPC001
describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
Elaboration (1) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLTUC021
recognising key phrases and sentences when viewing/listening to simple community texts such as sports programs or announcements, for example, Gösteri saat 7’de başlayacak, Kapılar bir saat sonar açılacak, Kapıda lütfen biletlerinizi gösterin, spor, takım, …
Elaboration (1) | ACLTUC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLVIC022
constructing texts in multimodal and digital forms to present information for particular audiences, aligning language choice and text structure to purpose and topics, for example, announcing an event, promoting a product or service, explaining a recycling …
Elaboration (1) | ACLVIC022 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLTUC018
asking and answering questions that involve concepts such as time, place or number, including days of the week, months and seasons, for example, Saat kaç? Saat 5. Hangi mevsimdeyiz? Kış mevsimindeyiz. Bugün ayın kaçı? Bugün ayın 20’si. Adresin nedir? …
Elaboration (3) | ACLTUC018 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (4) ACLCHC081
comparing own experiences to the lives of young Chinese people, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
Elaboration (4) | ACLCHC081 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (4) ACLCHC194
comparing own experiences to the lives of young people in other Chinese-speaking communities, for example, 我觉得 7:30上学太早。 我不坐地铁上学，我坐公共汽车上学
Elaboration (4) | ACLCHC194 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLGEC181
evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich …
Elaboration | ACLGEC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC028
mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze …
Elaboration (1) | ACLGEC028 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLITU074
discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio …
Elaboration | ACLITU074 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum