Your search for "ACPPS094" /o "View additional details of ACPPS094" returned 43 result(s)
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History - Years 9 and 10

Year 9 Historical knowledge and understanding Making a better world? Students investigate how life changed in the period in depth through the study of ONE of these major developments: the Industrial Revolution or Progressive ideas and movements or …

History - Years 9 and 10 | Food and fibre dimensions | Dimensions | Curriculum connections | Resources

Civics and Citizenship – Above Satisfactory – Year 9

This portfolio of student work shows that the student can evaluate features of Australia’s political system, and identify and critically analyse the influences on people’s political choices (WS1). The student explains the key principles of Australia’s …

Civics and Citizenship – Above Satisfactory – Year 9 | Portfolios | Work samples | Resources

Civics and Citizenship – Satisfactory – Year 9

This portfolio of student work shows that the student can evaluate features of Australia’s political system, and identify and analyse the influences on people’s political choices (WS1, WS2). The student explains the key principles of Australia’s system …

Civics and Citizenship – Satisfactory – Year 9 | Portfolios | Work samples | Resources

History - Above satisfactory - Year 9

This portfolio of student work shows that the student can refer to key events and the actions of individuals and groups to analyse patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7). The student analyses the causes and effects …

History - Above satisfactory - Year 9 | Portfolios | Work samples | Resources

History - Satisfactory - Year 9

This portfolio of student work shows that the student can refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time (WS1, WS2, WS3, WS4, WS5, WS6, WS7). The student analyses the causes and effects …

History - Satisfactory - Year 9 | Portfolios | 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

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

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

Financial risks and rewards - ABOVE

Students took on the role of a financial adviser for a hypothetical wealth management fund. They were assigned a profile which included details of the client’s financial situation and future goals. Students completed a series of investigative tasks based …

Financial risks and rewards - ABOVE | Samples | Work samples | Resources

Financial risks and rewards - AT

Students took on the role of a financial adviser for a hypothetical wealth management fund. They were assigned a profile which included details of the client’s financial situation and future goals. Students completed a series of investigative tasks based …

Financial risks and rewards - AT | Samples | Work samples | Resources

Political cartoons - ABOVE

This task had two parts. First, students designed a political cartoon associated with the Franklin River dispute which incorporated the iconic ‘no dams’ symbol. Second, students critically analysed their cartoons and presented a rationale explaining why …

Political cartoons - ABOVE | Samples | Work samples | Resources

Political cartoons - AT

This task had two parts. First, students designed a political cartoon associated with the Franklin River dispute which incorporated the iconic ‘no dams’ symbol. Second, students critically analysed their cartoons and presented a rationale explaining why …

Political cartoons - AT | Samples | Work samples | Resources

Source analysis and extended response: The Industrial Revolution - Above

Students examined four primary sources detailing working conditions in factories, mines and other operations during the Industrial Revolution. They completed four source analysis tables, recording their findings and ideas about the nature, content and …

Source analysis and extended response: The Industrial Revolution - 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

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

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

Digital project: Python game - BELOW

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 - BELOW | Samples | Work samples | Resources

Response to stimulus: First aid - BELOW

Students participated in a 10-lesson unit on first aid focusing on DRSABCD, EAR, CPR, slings, minor injuries and limb injuries. Students were asked to apply their knowledge of first aid to a specific scenario. This scenario involved students having to …

Response to stimulus: First aid - BELOW | Samples | Work samples | Resources

Response to stimulus: First aid - AT

Students participated in a 10-lesson unit on first aid focusing on DRSABCD, EAR, CPR, slings, minor injuries and limb injuries. Students were asked to apply their knowledge of first aid to a specific scenario. This scenario involved students having to …

Response to stimulus: First aid - AT | Samples | Work samples | Resources

Written response: Decision-making - ABOVE

Students participated in a unit about making decisions in relation to issues and challenges that young people might face; for example, drugs, alcohol, or a friend they are worried about. They were asked to write an evidence-based extended response in …

Written response: Decision-making - ABOVE | Samples | Work samples | Resources

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