Digital Technologies - Above satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …
Digital Technologies - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …
Languages: French - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Digital Technologies - Years 5 and 6
Processes and Production Skills Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016) Design a user interface for a digital system (ACTDIP018) Explain how …
Digital Technologies - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Drama - Years 5 and 6
Exploring ideas and improvising with ways to represent ideas Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural …
Drama - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 4 (Years 5 and 6)
Typically, by the end of Year 6, students: Pose questions pose questions to clarify and interpret information and probe for causes and consequences Imagine possibilities and connect ideas combine ideas in a variety of ways and from a range of sources …
Critical and Creative Thinking - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Identify and clarify information and ideas identify and clarify relevant information and prioritise ideas Organise and process information analyse, condense and combine relevant information from multiple sources Consider …
Critical and Creative Thinking - Level 4 (Years 5 and 6) | Digital media literacy | Dimensions | Curriculum connections | Resources
Critical and Creative Thinking - Level 4 (Years 5 and 6)
Typically by the end of Year 6, students: Identify and clarify information and ideas identify and clarify relevant information and prioritise ideas Organise and process information analyse, condense and combine relevant information from multiple sources Consider …
Critical and Creative Thinking - Level 4 (Years 5 and 6) | Informed and safe use of information and devices | Dimensions | Curriculum connections | 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
Mascot maker - AT
Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …
Mascot maker - AT | Samples | Work samples | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources