Bouncing balls – AT
Students were asked to design an investigation that determines the relationship between the drop height of a ball and its bounce back height. This task was part of a teaching and learning unit on transformation of energy where students explored how energy …
Bouncing balls – AT | Samples | Work samples | Resources
Syllable recognition– AT
Students learnt about the structure of and how to read, write and pronounce basic syllable blocks with the teacher’s support, and sang the vowel song to revise as a group. Students participated in a range of activities to build an understanding of how …
Syllable recognition– AT | Samples | Work samples | Resources
Digital project: Python game - ABOVE
Students were provided with a game that had been developed by previous students at the school using Python. They were required to correct any errors and to modify the game by creating additional features and functionality, for example new character races, …
Digital project: Python game - ABOVE | Samples | Work samples | Resources
Design project: the top playground – Cherrybrook
This task is the culmination of an extended unit of work that aimed to make connections for students between STEM disciplines in a project that targeted an identified need in the school. Students collaborated in small groups to investigate the effect …
Design project: the top playground – Cherrybrook | Samples | STEM | Resources
Research inquiry: Interconnections - ABOVE
Students were required to select one product that is purchased by their household and investigate how the production and demand for this product creates networks of trade and economic interdependence at and across different scales. The inquiry took place …
Research inquiry: Interconnections - ABOVE | Samples | Work samples | Resources
Cultures in conjunction - ABOVE
Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present. They began …
Cultures in conjunction - ABOVE | Samples | Work samples | Resources
Cultures in conjunction - AT
Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present. They began …
Cultures in conjunction - AT | Samples | Work samples | Resources
Digital project: Python game - AT
Students were provided with a game that had been developed by previous students at the school using Python. They were required to correct any errors and to modify the game by creating additional features and functionality, for example new character races, …
Digital project: Python game - AT | Samples | Work samples | Resources
Elaboration (3) ACHASSI128
comparing spatial and statistical distributions in thematic maps, choropleth maps and tables to identify patterns and relationships (for example, patterns in per capita income of countries from the Asia region; the increasing cultural diversity of present …
Elaboration (3) | ACHASSI128 | Content Descriptions | Year 6 | HASS | Humanities and Social Sciences | F-10 curriculum
Elaboration (3) ACLINU081
referring to abstract ideas by nominalising using prefixes and suffixes, for example, pe-an, per-an (pendidikan, pelajaran, pertandingan, pengetahuan), ke-an (kebersihan, kesehatan, kedatangan, kecantikan)
Elaboration (3) | ACLINU081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum
Elaboration (1) ACLITC047
applying intercultural awareness when explaining to others learnt words and expressions, for example, practices related to hospitality (Grazie per l’invito … Volentieri! Certo! Come no! …) or idioms such as Non vedo l’ora!
Elaboration (1) | ACLITC047 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC061
asking for, giving and following instructions, for example, Dov’è la casa di …? Come si usa …? Clicca sul pulsante. A cosa serve questo tasto? Scegli il programma dal menu e clicca sull’icona. Per quale motivo?
Elaboration | ACLITC061 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (11) ACLCLU056
exploring mottoes and inscriptions, such as per ardua ad astra or mens sana in corpore sano, and discussing their relevance in the modern world
Elaboration (11) | ACLCLU056 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration (2) ACLITC045
relating what they read or view to their own life experiences, for example, asking what the author means by writing: La mia squadra è ‘forte’ ma la tua è ‘finita’, and considering how important sport is in their own life for example, È motto importante, …
Elaboration (2) | ACLITC045 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITU054
noticing that language varies depending on how people feel, who they are interacting with and their relationship with each other, for example, emotive language is used with friends and peers (Ma dai! Non ci credo! Che barba!), more formal language is …
Elaboration (2) | ACLITU054 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC060
participating in real and imagined transactions and negotiating when shopping or ordering, for example, Quanto costa il biglietto per …? Preferisco viaggiare in seconda classe. Posso? Vorrei vedere l’ultimo modello della Nokia. I pantaloni vanno bene; …
Elaboration | ACLITC060 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITU074
discussing global and cultural influences on the Italian language and noticing when and how hybrid forms are used, for example, use of numbers, mathematical symbols, single letters and acronyms to replace words in SMS messaging, such as TVTB (ti voglio …
Elaboration | ACLITU074 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (1) ACLITC080
participating in classroom discussions about how meanings can be interpreted or misinterpreted by others, for example, keeping a classroom journal with examples of language used in contexts within and outside the classroom as a basis for group discussion, …
Elaboration (1) | ACLITC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration ACLITC081
listening to, viewing and reading authentic texts and asking critical literacy questions such as Chi è l’autore?; Di cosa si tratta?; Per chi è stato scritto?; Qual è il tema?; Da quale/i punto/i di vista è presentato? Qual è lo scopo?
Elaboration | ACLITC081 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum
Elaboration (2) ACLITC101
surveying classmates on their daily routines, such as mobile phone/internet use, text messaging habits, television viewing or hours of sport played and presenting the data in various forms, for example, (cinque persone non hanno un cellulare; tanti/pochi …
Elaboration (2) | ACLITC101 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Italian | Languages | F-10 curriculum