Scripted: Pyramus and Thisbe - ABOVE
Students were engaged in a unit of work on Elizabethan drama using Shakespeare’s A Midsummer Night’s Dream as the key text for a performance-based assessment. They studied style and the acting conventions of the play’s original context. They also learned …
Scripted: Pyramus and Thisbe - ABOVE | Samples | Work samples | Resources
Scripted: Pyramus and Thisbe - AT
Students were engaged in a unit of work on Elizabethan drama using Shakespeare’s A Midsummer Night’s Dream as the key text for a performance-based assessment. They studied style and the acting conventions of the play’s original context. They also learned …
Scripted: Pyramus and Thisbe - AT | Samples | Work samples | Resources
Scripted: Pyramus and Thisbe - BELOW
Students were engaged in a unit of work on Elizabethan drama using Shakespeare’s A Midsummer Night’s Dream as the key text for a performance-based assessment. They studied style and the acting conventions of the play’s original context. They also learned …
Scripted: Pyramus and Thisbe - BELOW | Samples | Work samples | Resources
Digital project: Representation of data - BELOW
Students created a website using Cascading Style Sheets (CSS) to control visual elements of their web page, and developed an understanding of why data needed to be compressed and separated from presentation. They used Unicode to create a greeting and …
Digital project: Representation of data - BELOW | Samples | Work samples | Resources
Responses to listening, items on clothes and fashion - AT
Students had been learning about the language used to describe clothing and fashion. In this task, students were asked to complete listening exercises that required them to identify vocabulary and descriptive language such as colour and style. Students …
Responses to listening, items on clothes and fashion - AT | Samples | Work samples | Resources
Elaboration ACELT1632
creating literary interpretations of short stories based on understanding and analysis of their context, narrative structure (including the twist at the end), layers of meaning, themes, point of view and style
Elaboration | ACELT1632 | Content Descriptions | Year 8 | English | F-10 curriculum
Elaboration (2) ACHASSI039
identifying features of a site that reveal its past (such as decorations and plaques on buildings) and suggesting clues that help understanding of its history (such as dates, ageing, building style)
Elaboration (2) | ACHASSI039 | Content Descriptions | Year 2 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration ACADAM024
performing dances with an awareness of a choreographer’s intent and style, including contemporary Australian choreographers such as Frances Rings or Stephen Page (Bangarra Dance Theatre)
Elaboration | ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum
Elaboration ACAMAM069
selecting footage that has been captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
Elaboration | ACAMAM069 | Content Descriptions | Years 7 and 8 | Media Arts | The Arts | F-10 curriculum
Elaboration (2) ACAMAM076
refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience
Elaboration (2) | ACAMAM076 | Content Descriptions | Years 9 and 10 | Media Arts | The Arts | F-10 curriculum
Elaboration (4) ACLFRC082
reflecting on how their own language use and communicative style might be perceived by French speakers, considering concepts such as ‘culture’, ‘attitudes’, ‘assumptions’ and ‘values’
Elaboration (4) | ACLFRC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum
Elaboration ACLGEU168
identifying differences in register and style when using language in different contexts, for example, language in songs and graffiti, and teacher feedback on a test or in a formal school report
Elaboration | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLHIU068
composing multimodal texts designed to appeal to a particular age group or demographic, noticing how/why they decide to use particular vocabulary and style
Elaboration (3) | ACLHIU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (1) ACLINC042
suggesting ways to modify some terms and expressions that do not translate directly and considering how this may affect text length, style and word choices
Elaboration (1) | ACLINC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLJAC170
comparing translations of short Japanese texts such as signs, conversations, audio messages or digital texts, identifying differences and similarities between their tone and style and that of equivalent texts in English
Elaboration (2) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (4) ACLJAC170
translating short conversational exchanges between Australian or Japanese speakers, comparing content and style of communication and discussing how to translate culturally embedded terms
Elaboration (4) | ACLJAC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (6) ACLTUC076
critically evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu
Elaboration (6) | ACLTUC076 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (1) ACLTUC106
comparing information on a particular news event or topical issue as reported in newspapers or online discussions forums, identifying differences in perspectives reflected in choice of language and style of representation
Elaboration (1) | ACLTUC106 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Turkish | Languages | F-10 curriculum
Digital project: Representation of data - ABOVE
Students created a website using Cascading Style Sheets (CSS) to control visual elements of their web page, and developed an understanding of why data needed to be compressed and separated from presentation. They used Unicode to create a greeting and …
Digital project: Representation of data - ABOVE | Samples | Work samples | Resources
Digital project: Representation of data - AT
Students created a website using Cascading Style Sheets (CSS) to control visual elements of their web page, and developed an understanding of why data needed to be compressed and separated from presentation. They used Unicode to create a greeting and …
Digital project: Representation of data - AT | Samples | Work samples | Resources