Design project: Kitchen garden - ABOVE
Students investigated the advantages of planting crops in season or of adapting the environment to extend the life of plants. They investigated nutrient requirements for plants and optimal growing conditions. Students designed and planned a garden for …
Design project: Kitchen garden - ABOVE | Samples | Work samples | Resources
Design project: Mini torch - ABOVE
Students designed and produced a working prototype of a mini torch case using CAD-CAM and a control system. They investigated CAD-CAM technologies and rapid prototyping systems. Students investigated the characteristics and properties of electronics and …
Design project: Mini torch - ABOVE | Samples | Work samples | Resources
Toys project - ABOVE
As part of their teaching and learning unit on physical sciences, students had investigated different types of forces and simple machines. Students had been explicitly taught how to draw force diagrams and how to scientifically communicate designs that …
Toys project - ABOVE | Samples | Work samples | Resources
Earth Science Task – ABOVE
Over a period of eight weeks, students engaged in an integrated STEAM project designed to offer students insights into real-world industry applications and work experiences. Students were organised into ‘business units’ of a fictitious mining corporation …
Earth Science Task – ABOVE | Samples | Work samples | Resources
Solar cells - Above
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
Solar cells - Above | Samples | Work samples | Resources
Natural and man-made impact on ecosystems – ABOVE
In a teaching and learning unit on ecology, students learnt about energy and matter transfer in an ecosystem using food chains and food webs, different relationships between organisms in an ecosystem, sustainability, and natural and man-made impacts on …
Natural and man-made impact on ecosystems – ABOVE | Samples | Work samples | Resources
Elaboration (9) ACSHE100
discussing how modern approaches to fire ecology in Australia are being informed by Aboriginal and Torres Strait Islander Peoples’ traditional ecological knowledge and fire management practices (OI.2, OI.9)
Elaboration (9) | ACSHE100 | Content Descriptions | Year 6 | Science | F-10 curriculum
Elaboration (9) ACSHE160
considering how the traditional ecological knowledge of Aboriginal and Torres Strait Islander Peoples is being reaffirmed by modern science and how this is generating new career opportunities in the field of restorative ecology (OI.2, OI.5, OI.9)
Elaboration (9) | ACSHE160 | Content Descriptions | Year 9 | Science | F-10 curriculum
Elaboration (3) ACHASSI079
concluding from an analysis of historical records how laws, and the consequences of not following them, have changed over time (for example, contrasting penalties applied in eighteenth-century Britain and those applied in modern Australia)
Elaboration (3) | ACHASSI079 | Content Descriptions | Year 4 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLARU150
making connections between the degree of formality of a situation and the form of Arabic used, such as the use of colloquial Arabic in informal spoken texts and of Modern Standard Arabic in formal spoken situations and in written texts
Elaboration (3) | ACLARU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (5) ACLARU151
explaining why different forms of Arabic are used depending on the context of communication, such as the use of Modern Standard Arabic when communicating with people with different dialects or with the teacher in the classroom, compared with the use of …
Elaboration (5) | ACLARU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (4) ACLARU167
explaining linguistic choices made to vary texts according to their intended audience and degree of formality, for example, changing from Modern Standard Arabic to colloquial Arabic to indicate changes in relationship between participants or degree of …
Elaboration (4) | ACLARU167 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration ACLARC177
creating various types of imaginative texts, such as songs, stories or video clips for video-sharing websites, to convey messages that reflect own perspectives on Arabic values and practices such as traditional filial piety or the value of education in …
Elaboration | ACLARC177 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Arabic | Languages | F-10 curriculum
Elaboration (5) ACLINC074
identifying and responding to key messages and values in traditional texts such as dongeng, wayang and pantun, and considering their relevance in modern times
Elaboration (5) | ACLINC074 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (3) ACLINU080
recognising that Indonesian may allow more than one spelling of loan words, for example, bis/bus, system/sistim, propinsi/provinsi, moderen/modern
Elaboration (3) | ACLINU080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (2) ACLITC064
considering the language, beliefs and values of characters in traditional and modern literature and Italian popular culture, for example, viewing excerpts from contemporary films and discussing personal responses to and the sociocultural context of the …
Elaboration (2) | ACLITC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (3) ACLJAC186
identifying and responding to key messages and values in traditional texts such as 花さかじいさん、かさじぞう, and considering their relevance in modern times
Elaboration (3) | ACLJAC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration ACLKOU150
viewing images of the original version of 훈민정음 and recognising that some letters in the original are not used in modern Korean, for example, •, ᅙ, ᅀ
Elaboration | ACLKOU150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration (4) ACLKOC196
identifying and responding to key messages and values in traditional texts such as 민요, (for example,아리랑, 강강술래), 설화 (for example, 심청전, 흥부전) or dialogues in 탈춤, and considering their relevance in modern times
Elaboration (4) | ACLKOC196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLMGU132
beginning to describe and explain features of Modern Greek using metalanguage, for example, using the terms masculine, feminine, neuter nouns, verbs, tenses, adjectives, conjunctions, in English or Greek
Elaboration | ACLMGU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum