English - Year 4
Language for interaction Content descriptions with elaborations: Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own …
English - Year 4 | Respectful relationships | Dimensions | Curriculum connections | Resources
English - Year 4
Visual language Explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of types of texts (ACELA1496) Comprehension strategies Use comprehension strategies …
English - Year 4 | Competencies and skills | Dimensions | Curriculum connections | Resources
English - Year 4
Language for social interactions Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger …
English - Year 4 | Knowledge and understanding | Dimensions | Curriculum connections | Resources
English - Year 4
Language for interaction Content descriptions with elaborations: Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) identifying ways thinking verbs are used to express …
English - Year 4 | Digital media literacy | Dimensions | Curriculum connections | Resources
English - Year 4
Language Language for interaction Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Text structure and organisation Understand how texts vary in complexity and technicality …
English - Year 4 | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Body language role play - AT
Students had completed a unit of work where they learnt examples of Japanese body language with associated expressions. Students were asked to perform a role play incorporating vocabulary, grammar and sentence structures learnt previously, accompanied …
Body language role play - AT | Samples | Work samples | Resources
English - Year 4
Creating texts Content descriptions with elaborations: Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697) identifying and …
English - Year 4 | Informed and safe use of information and devices | Dimensions | Curriculum connections | Resources
Measurement and geometry: The combined area of spaces - WS3
Students were asked to solve the following problem: ‘The school has been donated 36 square metres of artificial grass that need to be laid in the upper playground to create two quiet areas. Draw at least two possible solutions on grid paper displaying …
Measurement and geometry: The combined area of spaces - WS3 | Samples | Mathematics proficiencies | Resources
Languages: Italian - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student comprehends a range of spoken, written, and multimodal texts on familiar topics (WS1, WS2), including home life, friends and classroom activities. The student uses Italian to communicate and to interact, …
Languages: Italian - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with teachers and peers through classroom routines, action-related talk and play (WS3). The student exchanges greetings and wishes (WS2) and responds to familiar instructions and to questions. …
Languages: French - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Languages: Chinese - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can use spoken and written Chinese in simple personal interactions with familiar participants (WS1) about self, family (WS2), people, places, routine, school life, and own interests and preferences …
Languages: Chinese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Chouette, c’est la rentrée - AT
Students had learnt about the cultural concept of la rentrée and discussed key language and grammatical structures. In this task, students were given a poem as a written stimulus text and were asked to answer questions in English about the content and …
Chouette, c’est la rentrée - AT | Samples | Work samples | Resources
Numeracy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Understand and use numbers in context model, represent, order and use numbers up to five digits Interpret proportional reasoning visualise, describe and order tenths, hundredths, 1-place and 2-place decimals Interpret …
Numeracy - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources
Languages: Japanese - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can interact with the teacher and peers in regular classroom routines and structured interactions (WS2, WS4). The student understands and responds to instructions related to classroom organisation …
Languages: Japanese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Literacy - Level 3 (Years 3 and 4)
Typically, by the end of Year 4, students: Navigate, read and view learning area texts navigate, read and view different types of texts with illustrations and more detailed graphics Listen and respond to learning area texts listen to spoken instructions …
Literacy - Level 3 (Years 3 and 4) | Competencies and skills | Dimensions | Curriculum connections | Resources
Choreography: Telling stories - ABOVE
Students investigated how elements of dance can be used to tell a story. The task consisted of two sections that were joined together. The first part engaged the students in the development of understanding of repetition and contrast to communicate their …
Choreography: Telling stories - ABOVE | Samples | Work samples | Resources
Choreography: Telling stories - AT
Students investigated how elements of dance can be used to tell a story. The task consisted of two sections that were joined together. The first part engaged the students in the development of understanding of repetition and contrast to communicate their …
Choreography: Telling stories - AT | Samples | Work samples | Resources
Choreography: Telling stories - Below
Students investigated how elements of dance can be used to tell a story. The task consisted of two sections that were joined together. The first part engaged the students in the development of understanding of repetition and contrast to communicate their …
Choreography: Telling stories - Below | Samples | Work samples | Resources
Self-introduction - AT
Students had learnt about pronunciation of French vowels and the language associated with self-introduction. In this task, students were asked to create a simple written introduction about themselves and record orally in the form of a video using ICT …
Self-introduction - AT | Samples | Work samples | Resources
Reflection on learning Japanese - AT
In small groups, students were asked open-ended questions regarding their Japanese learning experience. Their responses were unrehearsed.
Reflection on learning Japanese - AT | Samples | Work samples | Resources