Languages: Modern Greek - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with the teacher and peers to share simple information about aspects of their lives, such as school, home and everyday routines (WS1, WS4). The student uses formulaic expressions when …
Languages: Modern Greek - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Vietnamese to interact with peers and the teacher to exchange personal information, describe feelings, and express preferences (WS1, WS6, WS8). When participating in collaborative …
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Arabic to exchange information (WS4) about their personal worlds and to express feelings, likes and dislikes (WS1, WS2, WS3, WS5). The student uses formulaic language for a …
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can interact with peers and adults using written and spoken Indonesian to communicate (WS3) about personal interests and relationships (WS1), practices and experiences (WS2, WS4, WS5), and about broader …
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
History - Years 7 and 8
Year 7 Historical knowledge and understanding Investigating the ancient past The Mediterranean world Students investigate ONE of these Mediterranean societies in depth: Egypt or Greece or Rome. Content descriptions with elaborations: Physical …
History - Years 7 and 8 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 7 and 8
Year 7 and 8 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Investigate the impact of transition and change on identities (ACPPS070) examining the impact of physical changes on gender, …
Health and Physical Education - Years 7 and 8 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Years 9 and 10
Years 9 and 10 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Evaluate factors that shape identities and critically analyse how individuals impact on the identities of others (ACPPS089) analysing …
Health and Physical Education - Years 9 and 10 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Elaboration (1) ACLHIC073
discussing responsibilities related to home, school and part-time work, comparing with those of young people living in India and other Hindi speaking contexts and noting the relative importance of concepts such as परिवार, समुदाय और सहयोग, for example, …
Elaboration (1) | ACLHIC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum
Elaboration (3) ACLJAU014
understanding and using a range of particles to perform different functions, for example: は (subject, topic marker) が (subject, topic marker: ～が好(す)きです、 ～がいます/あります) を (object) に (time, destination) へ (direction) で (transport) …
Elaboration (3) | ACLJAU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum
F-6/7 Humanities and Social Sciences - Years 5 and 6
Year 5 Knowledge and understanding (Geography sub-strand) Content descriptions with elaborations: The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation …
F-6/7 Humanities and Social Sciences - Years 5 and 6 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Elaboration ACLITU109
learning how to use:nouns to identify people and objects — singular and plural regular forms, gender, some exceptions; developing awareness of various categories of nouns with common endings such as -ista, -zione, -tore and -trice (for example, il/la …
Elaboration | ACLITU109 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU128
learning how to use:articles — rules for inclusion or omission, for example, mio padre and il mio papà; Buongiorno signora… È la signora …nouns — irregular plurals (for example, la città/le città, il dito/le dita), and collective nouns, for example, la …
Elaboration | ACLITU128 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum
My morning routine – AT
Students learnt about telling the time, and personal and school routines for various parts of the day. In this task, students annotated an analogue clock with the time in Greek and then completed a storyboard for activities that take place in the mo …
My morning routine – AT | Samples | Work samples | Resources
Reading Chinese characters - AT
Students were asked to read Chinese characters and translate them to tell the time and also demonstrate understanding of characters for different forms of transport.
Reading Chinese characters - AT | Samples | Work samples | Resources
Clothing – ABOVE
Students looked at photographs of clothing worn in the first half of the twentieth century. They were asked to find similar clothing which they subsequently wore for a full day at school. Students then responded to teacher questions on their likes and …
Clothing – ABOVE | Samples | Work samples | Resources
Clothing – AT
Students looked at photographs of clothing worn in the first half of the twentieth century. They were asked to find similar clothing which they subsequently wore for a full day at school. Students then responded to teacher questions on their likes and …
Clothing – AT | Samples | Work samples | Resources
Research report: Health issue - BELOW
Students participated in a 10-week unit of learning on health promotion. Students were asked to conduct individual research on a chosen lifestyle behaviour and present their research to inform the community about the consequences of the chosen lifestyle …
Research report: Health issue - BELOW | Samples | Work samples | Resources
Interconnections: Magnetic Island - BELOW
Over a two-week period, students completed a staged investigative inquiry into how people connect with Magnetic Island, and the impacts of these interconnections. The scaffolded stages of the inquiry were: Identify and list the main questions that …
Interconnections: Magnetic Island - BELOW | Samples | Work samples | Resources
Research report: Health issue - AT
Students participated in a 10-week unit of learning on health promotion. Students were asked to conduct individual research on a chosen lifestyle behaviour and present their research to inform the community about the consequences of the chosen lifestyle …
Research report: Health issue - AT | Samples | Work samples | Resources