GrA5
Whole text level uses cohesive devices (word groups – repetition, synonyms and antonyms; signposting devices – headings and subheadings; text connectives – however, on the other hand, therefore) uses well-structured paragraphs with topic sentences Sentence …
GrA5 | Grammar | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Scripted performance: Goldilocks and the Three Bears - BELOW
Students studied and reinterpreted the story of Goldilocks and the Three Bears in an integrated unit that involved English and The Arts. They participated in a process of playbuilding, in which they learned about Edward De Bono’s Six Thinking Hats, and …
Scripted performance: Goldilocks and the Three Bears - BELOW | Samples | Work samples | Resources
Scripted performance: Baby Bear - ABOVE
Students studied and reinterpreted the story of Goldilocks and the Three Bears in an integrated unit that involved English and The Arts. They participated in a process of play-building, in which they learned about Edward De Bono’s Six Thinking Hats, and …
Scripted performance: Baby Bear - ABOVE | Samples | Work samples | Resources
Scripted performance: Goldilocks and the Three Bears - AT
Students studied and reinterpreted the story of Goldilocks and the Three Bears in an integrated unit that involved English and The Arts. They participated in a process of play-building, in which they learned about Edward De Bono’s Six Thinking Hats, and …
Scripted performance: Goldilocks and the Three Bears - AT | Samples | Work samples | Resources
Past and present – ABOVE
Students recorded, with teacher guidance, a definition of ‘the past’ and a definition of ‘the present’. Following class discussion, and teacher provision of examples, students drew pictures and wrote explanatory texts to support each definition. Students …
Past and present – ABOVE | Samples | Work samples | Resources
Past and present – AT
Students recorded, with teacher guidance, a definition of ‘the past’ and a definition of ‘the present’. Following class discussion, and teacher provision of examples, students drew pictures and wrote explanatory texts to support each definition. Students …
Past and present – AT | Samples | Work samples | Resources
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
Translation and reflection – Abfallwirtschaftsbetrieb München Pamphlet – AT
In this unit of work students explored concepts of the environment, recycling and waste management and how German and Australian attitudes and practices towards the environment compare. This built on previous learning that had already taken place about …
Translation and reflection – Abfallwirtschaftsbetrieb München Pamphlet – AT | Samples | Work samples | Resources
Bouncing balls – ABOVE (Year 8)
Prior to the sample task, students investigated forms of energy and energy transfers and transformations. As part of the unit, students were required to undertake a practical investigation to identify the relationship between drop heights and bounce …
Bouncing balls – ABOVE (Year 8) | Samples | Work samples | Resources
Design project: Nutritious and sustainable - ABOVE
Students were tasked with designing a nutritious and sustainable meal that would support preferred futures for adolescents. They were provided with four recipes to modify. Students created a glossary of terms relevant to the brief. They investigated the …
Design project: Nutritious and sustainable - ABOVE | Samples | Work samples | Resources