HASS - Above satisfactory - Year 1
This portfolio of student work shows that the student can identify and describe with detail important dates and changes in the student’s own life (WS5, WS6). The student explains how specific aspects of daily life have changed over recent time while others …
HASS - Above satisfactory - Year 1 | Portfolios | Work samples | Resources
HASS - Satisfactory - Year 1
This portfolio of student work shows that the student can identify and describe important dates and changes in the student’s own life (WS5, WS6). The student explains how some aspects of daily life have changed over recent time while others have remained …
HASS - Satisfactory - Year 1 | Portfolios | Work samples | Resources
Mathematics - Year 1
Number and place value Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate …
Mathematics - Year 1 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Communications timeline – AT
Students sequenced teacher-provided images of different forms of communication, from oldest to newest, along a timeline. The teacher then questioned the students about the choices they made. The question, along with a transcript of the student’s answer, …
Communications timeline – AT | Samples | Work samples | Resources
Communications timeline – ABOVE
Students sequenced teacher-provided images of different forms of communication, from oldest to newest, along a timeline. The teacher then questioned the students about the choices they made. The question, along with a transcript of the student’s answer, …
Communications timeline – ABOVE | Samples | Work samples | Resources
Languages: Japanese - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can interact with the teacher and peers through play- and action-related language (WS1, WS3). The student uses formulaic expressions and appropriate gestures in everyday interactions such as exchanging …
Languages: Japanese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Numeracy - Level 2 (Years 1 and 2)
Typically, by the end of Year 2, students: Understand and use numbers in context model, represent, order and use numbers up to four digits Interpret proportional reasoning visualise and describe halves and quarters Interpret chance events identify …
Numeracy - Level 2 (Years 1 and 2) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Mathematics - Foundation to Year 2
Foundation Numbers and algebra Patterns and algebra Content description with elaborations: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) observing …
Mathematics - Foundation to Year 2 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources
Mathematics - Foundation to Year 2
describing the duration of familiar situations such as ‘how long is it until we next come to school? Statistics and probability Data representation and interpretation Content descriptions with elaborations Choose simple questions and gather responses …
Mathematics - Foundation to Year 2 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources
Chinese Characters - AT
Students were asked to demonstrate their knowledge of the stroke order of a Chinese character and write the Pinyin and English meaning. Students were also asked to write numbers 1 to 10 in Chinese characters and draw a picture to demonstrate understanding …
Chinese Characters - AT | Samples | Work samples | Resources
Kanji writing and drawing activity - AT
Students had been learning about body parts in Japanese and corresponding kanji characters. They were asked to write the kanji character attempting to use stroke order and draw the body part creating a mnemonic device. Scaffolding was provided with an …
Kanji writing and drawing activity - AT | Samples | Work samples | Resources
Who am I? - AT
Students were asked to play the game Who am I? in Japanese. Students listened to and read on the screen, key word clues relating to numbers and animal call sounds to work out which animal was the answer to the question.
Who am I? - AT | Samples | Work samples | Resources
Written response: Life changes - ABOVE
Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …
Written response: Life changes - ABOVE | Samples | Work samples | Resources
Written response: Life changes - AT
Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …
Written response: Life changes - AT | Samples | Work samples | Resources
Written response: Life changes - BELOW
Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …
Written response: Life changes - BELOW | Samples | Work samples | Resources
Like Statements - AT
Students had been learning sentence patterns through songs, games, reading and writing activities. Year 2 students were asked to write a sentence about their likes and dislikes using Hiragana and Romaji. They were able to refer to classroom posters and …
Like Statements - AT | Samples | Work samples | Resources
Vocabulary exercise - AT
Students had learnt about forming simple sentences in Italian and using simple vocabulary. Students were asked to identify, sort and classify vocabulary from an English and Italian word list. Students were asked to draw an image to demonstrate their understanding …
Vocabulary exercise - AT | Samples | Work samples | Resources
Introduction of self and friend - AT
Students had learnt the sentence structures, grammar and vocabulary for self-introductions and how to introduce friends. In this task, students were asked to write a self-introduction and to introduce a friend using the pre-learnt expressions and vocabulary. …
Introduction of self and friend - AT | Samples | Work samples | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources