Your search for "ACPPS094" /o "View additional details of ACPPS094" returned 21 result(s)
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Design project: Automata - ABOVE

Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, locking and unlocking mechanisms, toys that move and mechanisms in the family car. They critiqued these key …

Design project: Automata - ABOVE | Samples | Work samples | Resources

Design project: Automata - AT

Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, unlocking and opening a door, toys that move and mechanisms in the family car. They critiqued these key mechanical …

Design project: Automata - AT | Samples | Work samples | Resources

Design project: Kitchen garden - ABOVE

Students investigated the advantages of planting crops in season or of adapting the environment to extend the life of plants. They investigated nutrient requirements for plants and optimal growing conditions. Students designed and planned a garden for …

Design project: Kitchen garden - ABOVE | Samples | Work samples | Resources

Design project: Kitchen garden - AT

Students investigated the advantages of planting crops in season, or of adapting the environment to extend the life of plants. They investigated nutrient requirements for plants and optimal growing conditions. Students designed and planned a garden for …

Design project: Kitchen garden - AT | Samples | Work samples | Resources

Ensemble: Site specific – ABOVE

Students studied choreography using a site specified by their teacher as a stimulus. The unit explored different spaces where dance can occur and provided students with the opportunity to choreograph their own work in a specific space. This was an informal …

Ensemble: Site specific – ABOVE | Samples | Work samples | Resources

Ethical Understanding - Level 4 (Years 5 and 6)

Typically by the end of Year 6, students: Consider consequences evaluate the consequences of actions in familiar and hypothetical scenarios Reflect on ethical action articulate a range of ethical responses to situations in various social contexts Consider …

Ethical Understanding - Level 4 (Years 5 and 6) | Respectful relationships | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Consider consequences evaluate the consequences of actions in familiar and hypothetical scenarios Examine values examine values accepted and enacted within various communities Explore rights and responsibilities monitor …

Ethical Understanding - Level 4 (Years 5 and 6) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 4 (Years 5 and 6)

Typically by the end of Year 4, students: Examine values examine values accepted and enacted within various communities Explore rights and responsibilities monitor consistency between rights and responsibilities when interacting face-to-face or through …

Ethical Understanding - Level 4 (Years 5 and 6) | Values, rights and responsibilities | Dimensions | Curriculum connections | 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

Health and Physical Education - Years 5 and 6

Year 6 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Examine how identities are influenced by people and places (ACPPS051) identifying how personal qualities contribute to identities …

Health and Physical Education - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Languages: French - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …

Languages: French - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Japanese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use formulaic and modelled language (WS3) in classroom interactions to carry out transactions and to share or convey information (WS3, WS4, WS5, WS6) about daily routines, activities and events, …

Languages: Japanese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Literacy - Level 4 (Years 5 and 6)

Typically, by the end of Year 6, students: Navigate, read and view learning area texts navigate, read and view subject-specific texts with some challenging features and a range of graphic representations Listen and respond to learning area texts listen …

Literacy - Level 4 (Years 5 and 6) | Competencies and skills | Dimensions | Curriculum connections | Resources

Media Arts - Years 5 and 6

Exploring ideas and improvising with ways to represent ideas Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, …

Media Arts - Years 5 and 6 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Problem-Solving

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …

Problem-Solving | Portfolios | Mathematics proficiencies | Resources

Readers theatre: Blueback – ABOVE

Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English and playbuilding in Drama. They developed their own character in an imaginary town meeting in Longboat Bay, the novel’s setting. They used these characters …

Readers theatre: Blueback – ABOVE | Samples | Work samples | Resources

Readers theatre: Blueback - AT

Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English and playbuilding in Drama. They developed their own character in an imaginary town meeting in Longboat Bay, the novel’s setting. They used these characters …

Readers theatre: Blueback - AT | Samples | Work samples | Resources

Readers theatre: Blueback - BELOW

Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English and playbuilding in Drama. They developed their own character in an imaginary town meeting in Longboat Bay, the novel’s setting. They used these characters …

Readers theatre: Blueback - BELOW | Samples | Work samples | Resources

Reasoning

In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …

Reasoning | Portfolios | Mathematics proficiencies | Resources

Written response: Puberty and me - ABOVE

Students were involved in a five-week unit of work about puberty and relationships. This involved a focus on personal qualities, rights, responsibilities, and stereotypes and how they are reflected in the media. Students learnt about the importance of …

Written response: Puberty and me - ABOVE | Samples | Work samples | Resources

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