Your search for "ACPPS094" /o "View additional details of ACPPS094" returned 21 result(s)
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Anzac Day invitation – ABOVE

Students explored the important symbols associated with the commemoration of Anzac Day (25 April). The teacher and teacher-librarian provided students with pictorial sources and real or replica artefacts using a ‘memorial box’ borrowed from the Australian …

Anzac Day invitation – ABOVE | Samples | Work samples | Resources

Clay objects: Connection to our coast - ABOVE

Students considered how artists communicate their viewpoints and connection to the natural environment though their artwork. They created ceramic forms inspired by the artworks of Alison Brown and Aboriginal Thaynakwith artist, Thancoupie. They also identified …

Clay objects: Connection to our coast - ABOVE | Samples | Work samples | Resources

Design project: Food - AT

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

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

Design project: Water - AT

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

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

Design project: Water - BELOW

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - BELOW | Samples | Work samples | Resources

English - Year 3

Language Language variation and change Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background …

English - Year 3 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Examine values identify and describe shared values in familiar and unfamiliar contexts Explore rights and responsibilities investigate children’s rights and responsibilities at school and in the local community Consider …

Ethical Understanding - Level 3 (Years 3 and 4) | Values, rights and responsibilities | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Consider consequences examine the links between emotions, dispositions and intended and unintended consequences of their actions on others Examine values identify and describe shared values in familiar and …

Ethical Understanding - Level 3 (Years 3 and 4) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Ethical Understanding - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Consider consequences examine the links between emotions, dispositions and intended and unintended consequences of their actions on others Reflect on ethical action consider whether having a conscience leads …

Ethical Understanding - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 3

Analysing Examine information to identify different points of view and distinguish facts from opinions(ACHASSI056) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns(ACHASSI057) Evaluating …

F-6/7 Humanities and Social Sciences - Year 3 | Competencies and skills | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 3

Questioning Pose questions to investigate people, events, places and issues (ACHASSI052) Researching Locate and collect information and data from different sources, including observations (ACHASSI053) Evaluating and reflecting Interact with others …

F-6/7 Humanities and Social Sciences - Year 3 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 3

Evaluating and Reflecting Content descriptions with elaborations: Interact with others with respect to share points of view (ACHASSI059) respecting ways to ensure others’ points of view are shared in group situations (for example, adhering to and …

F-6/7 Humanities and Social Sciences - Year 3 | Respectful relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 3

Researching Content descriptions with elaborations: Locate and collect information and data from different sources, including observations (ACHASSI053) locating sources suited to learning about the past (for example, photographs, interviews, newspapers, …

F-6/7 Humanities and Social Sciences - Year 3 | Digital media literacy | 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

HASS - Above satisfactory - Year 3

This portfolio of student work shows that the student can identify a range of individuals, events and aspects of the past that have significance in the present (WS2, WS3, WS7). The student identifies and describes specific aspects of the community that …

HASS - Above satisfactory - Year 3 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 3

This portfolio of student work shows that the student can identify individuals, events and aspects of the past that have significance in the present (WS2, WS3, WS7). The student identifies and describes aspects of the community that have changed and remained …

HASS - Satisfactory - Year 3 | 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

Personal and Social Capability - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Work independently and show initiative consider, select and adopt a range of strategies for working independently and taking initiative Become confident, resilient and adaptable persist with tasks when faced …

Personal and Social Capability - Level 3 (Years 3 and 4) | Responsibility and enterprise | 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

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

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