Working safely and accurately - ABOVE
Students were filmed or photographed to demonstrate working safely in the technologies classroom. They completed safety worksheets to demonstrate their understanding of safe work practices.
Working safely and accurately - ABOVE | Samples | Work samples | Resources
Written response: Personal safety - AT
The class explored different scenarios where personal safety may be at risk and investigated a range of strategies that could be implemented to minimise risk to personal safety, remove themselves from unsafe situations and report inappropriate behaviour. The …
Written response: Personal safety - AT | Samples | Work samples | Resources
Identicube - AT
Students were asked to fill in a table writing the relevant information about themselves under the given sub-headings. This was a class activity where students were encouraged to use expressions learnt during a unit of work on Identity. Students then …
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My house and community - AT
Students were asked to prepare an oral presentation about their house and community. This task was a summative task at the end of a unit on describing the inside and outside of their home and surroundings.
My house and community - AT | 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 …
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Japanese classroom - AT
Students had completed a unit of work on Japanese school life, classrooms and school etiquette. Students learnt key concepts and classroom related language as well as differences between Japanese and Australian school life and classrooms. In this task, …
Japanese classroom - AT | Samples | Work samples | Resources
First letter/email to a penfriend - AT
Over the course of the semester students had learnt the vocabulary, expressions and grammar structures related to themselves, family, interests and home. In this task, students were asked to write a letter of introduction to a penfriend using the language …
First letter/email to a penfriend - AT | Samples | Work samples | Resources
Design project: Muffins - ABOVE
Students researched, investigated, designed, produced and evaluated a healthy muffin suitable to be sold in a local café catering to adolescents. They explored the properties of ingredients to design a product that was healthy. They considered packaging …
Design project: Muffins - ABOVE | Samples | Work samples | Resources
Digital project: App development - ABOVE
Students collaboratively designed and implemented an app for Year 7 and 8 students. They documented their process using a group wiki including guidelines for using the wiki and managing files, analysis of similar apps, functional and non-functional requirements, …
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Obento project and reflection - AT
Over the course of a 4-week unit about portable meals (Obento), etiquette and food culture, students were asked to plan and create their own obento following the criteria and guidelines explored in class and complete a range of tasks at each step. Students …
Obento project and reflection - AT | Samples | Work samples | Resources
Design project: Pig enclosure - ABOVE
Students completed an analysis of the two pig enclosures (managed environments) at the school where pigs were housed. They used their prior knowledge, internet research and an audit key to assist them in assessing the positives and negatives of each of …
Design project: Pig enclosure - ABOVE | Samples | Work samples | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
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