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Information and Communication Technology Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …

Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8)

Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …

Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Elaboration (1) ACHHS173

examining different accounts of eighteenth-century journeys to Australia (for example, ships’ logs; diaries; recorded testimonies of male and female convicts, and officers; and explaining the variations in perspective which can lead to different historical …

Elaboration (2) ACLSPU036

discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relat …

Elaboration ACELT1628

recognising the similarities and differences between types of texts (for example a complex picture book and a feature film) in order to understand how different combinations of words and images lead readers to interpret visual texts in particular …

Elaboration ACLJAU036

discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, …

Human robot programming - Programmieren Lernen – AT

Students explored a unit on programming, learning and using the German language to program BeeBots and Blue-Bots and to reinforce their knowledge of adjectives of colour. This task was one of the lead-up activities designed to familarise students with …

Human robot programming - Programmieren Lernen – AT | Samples | Work samples | Resources

Establishing a new colony – ABOVE

Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …

Establishing a new colony – ABOVE | Samples | Work samples | Resources

Establishing a new colony – AT

Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …

Establishing a new colony – AT | Samples | Work samples | Resources

Extended response: Responsibility for the outbreak of World War II - ABOVE

Students explored key people and events from the inter-war years between World War I and World War II and considered the contribution of particular actions and attitudes in the lead-up to the outbreak of war in Europe in 1939. Students then examined a …

Extended response: Responsibility for the outbreak of World War II - ABOVE | Samples | Work samples | Resources

Extended response: Responsibility for the outbreak of World War II - AT

Students explored key people and events from the inter-war years between World War I and World War II and considered the contribution of particular actions and attitudes in the lead-up to the outbreak of war in Europe in 1939. Students then examined a …

Extended response: Responsibility for the outbreak of World War II - AT | Samples | Work samples | Resources

Written reflection: Team challenges

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 | Samples | 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

My future career – AT (Vietnamese)

Students studied a unit on work and future plans, learning a range of grammar structures and topic-specific vocabulary. Students learnt how to express future plans and wishes and justify reasons and opinions. In this task, students were asked to write …

My future career – AT (Vietnamese) | Samples | Work samples | Resources

Song analysis: Relationships and values - ABOVE

As part of a unit of work on respectful relationships and values, students were asked to select a song that describes a relationship between two people or two groups of people. Students were asked to write an essay to analyse the aspects of the relationship …

Song analysis: Relationships and values - ABOVE | Samples | Work samples | Resources

Elaboration (1) ACLJAC147

doing 日直(にっちょく), taking turns to lead the class in routines such as opening and closing lessons, for example, きり,つれい、ちゃくせき, using appropriate gestures

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