Health and Physical Education - Below satisfactory - Years 9 and 10
This portfolio of student work shows that the student uses health information to propose responses to the issues of nutrition and drink driving (WS2, WS3). The student applies and transfers some movement concepts and strategies and applies limited criteria …
Health and Physical Education - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Languages: Chinese - Satisfactory - Years 9 and 10 (F-10 sequence)
This portfolio of student work shows that the student can use spoken and written Chinese to sustain extended interactions with familiar and unfamiliar participants in a range of contexts (WS1). The student uses pinyin to transcribe spoken texts and uses …
Languages: Chinese - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 9 and 10 (F-10 sequence)
This portfolio of student work shows that the student uses written and spoken French to communicate with teachers, peers and others in a range of settings and for a range of purposes (WS1). The student uses language to access and exchange information …
Languages: French - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
Languages: German - Satisfactory - Years 9 and 10 (F-10 sequence)
This sample shows that the student can use written German to suit a particular setting and purpose (WS1). The student uses language in the classroom environment to assist others and debate a course of action (WS1). The student states facts and relates …
Languages: German - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
Languages: Modern Greek - Satisfactory - Years 9 and 10 (F-10 sequence)
This sample of student work shows that the student uses spoken Greek to initiate, sustain and extend formal and informal interactions with teachers, peers and others. The student contributes ideas and opinions and describes relationships and expresses …
Languages: Modern Greek - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 9 and 10 (F-10 sequence)
This sample of student work shows that the student uses written and spoken Korean to communicate with teachers, peers and others in a range of settings and for a range of purposes. The student initiates, sustains and extends spoken and written exchanges …
Languages: Korean - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources
Enterprise project - Year 9 - ABOVE
This group of students was drawn from a class of mixed-ability students learning through STEM (Science, Technology, Engineering and Mathematics) enterprise project work. Students were asked to complete an action project which demonstrates entrepreneurial …
Enterprise project - Year 9 - ABOVE | Samples | Work samples | Resources
Elaboration (9) ACLASFC001
exploring different ways of expressing emotion through the use of NMFs and lexical signs, for example: PRO3 TEASE-me She teased me. NOW PRO1 HAPPY BEFORE PRO1 CRANKY I’m happy now but before I was cranky.
Elaboration (9) | ACLASFC001 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC003
interacting with each other or the teacher by using eye gaze and other NMFs to indicate agreement/disagreement or understanding/lack of understanding
Elaboration (9) | ACLASFC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC005
reporting key elements obtained from predominantly visual infographics or diagrams related to different learning areas, for example, life cycle charts
Elaboration (9) | ACLASFC005 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC007
exploring the use of constructed action such as eye gaze change, body shift and head orientation when enacting imagined adventures
Elaboration (9) | ACLASFC007 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC010
considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family
Elaboration (9) | ACLASFC010 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFU014
knowing that signing involves either telling with signs or showing with DSs and periods of constructed action (CA) MAN WALK SLOW DS(point):man-walks-slowly CA:man-swinging-arms-nonchalantly
Elaboration (9) | ACLASFU014 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC021
understanding how to walk between signers engaged in conversation without interrupting
Elaboration (9) | ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC024
engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
Elaboration (9) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC025
creating original handshape poetry to present at a school assembly or community festival
Elaboration (9) | ACLASFC025 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC028
identifying how deaf people share modifications to space to maximise visual attention, such as adjusting seating or removing visual obstacles
Elaboration (9) | ACLASFC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC038
planning and conducting an interview with a deaf visitor to class, using questions to elicit extra information
Elaboration (9) | ACLASFC038 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC041
preparing a short signed presentation for their peers drawing on information obtained from library resources or media texts on topics related to other curriculum areas such as visual arts or history
Elaboration (9) | ACLASFC041 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (9) ACLASFC042
tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance
Elaboration (9) | ACLASFC042 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum