Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages

Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …

Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

Elaboration (1) ACLINU048

analysing how different text types use linguistic features to create effects, such as superlatives in advertisements designed to persuade (terbaru, paling sehat), the imperative in signs designed to advise or prohibit (Dilarang), salutations in emails …

Elaboration (1) | ACLINU048 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Reading Hiragana - AT

Students had been learning the Hiragana alphabet. The system to help students learn Hiragana focuses on practising two rows of the Hiragana chart at a time, adding and reviewing hiragana at a student’s own pace. This is called the ‘Karate Belt’ system. White …

Reading Hiragana - AT | Samples | Work samples | Resources

Presentation: Working safely - ABOVE

Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.

Presentation: Working safely - ABOVE | Samples | Work samples | Resources

Colour quiz – AT

Students learnt to say and write colours in German and how to pronounce some German sounds. This task consisted of two parts:  Part 1: Students were asked to create a ‘Colour Quiz’ for a peer to complete. Students were asked to draw six pictures of their …

Colour quiz – AT | Samples | Work samples | Resources