Your search for "ACPPS094" /o "View additional details of ACPPS094" returned 22 result(s)
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F-6/7 Humanities and Social Sciences - Year 4

Analysing Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Evaluating …

F-6/7 Humanities and Social Sciences - Year 4 | Competencies and skills | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 4

Questioning Pose questions to investigate people, events, places and issues (ACHASSI073) Researching Locate and collect information and data from different sources, including observations (ACHASSI074) Evaluating and reflecting Interact with others …

F-6/7 Humanities and Social Sciences - Year 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

HASS - Above satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and describes …

HASS - Above satisfactory - Year 4 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and identifies …

HASS - Satisfactory - Year 4 | Portfolios | Work samples | Resources

Who are we? – ABOVE

Students answered a series of questions based on class data gathered and represented by the teacher as part of an interdisciplinary unit on Australian identity. They reflected on their learning experiences, including songs such as ‘I Am Australian’, and …

Who are we? – ABOVE | Samples | Work samples | Resources

Who are we? – AT

Students answered a series of questions based on class data gathered and represented by the teacher as part of an interdisciplinary unit on Australian identity. They reflected on their learning experiences, including songs such as ‘I Am Australian’, and …

Who are we? – AT | Samples | Work samples | 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

F-6/7 Humanities and Social Sciences - Year 4

Evaluating and Reflecting Content descriptions with elaborations: Interact with others with respect to share points of view (ACHASSI080) participating in role-plays and simple debates which allow for equal presentation of viewpoints exploring and …

F-6/7 Humanities and Social Sciences - Year 4 | Respectful relationships | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 4

Researching Content descriptions with elaborations: Locate and collect information and data from different sources, including observations (ACHASSI074) identifying the types of sources suited to historical, geographical, civic and cultural inquiry …

F-6/7 Humanities and Social Sciences - Year 4 | Digital media literacy | 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

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

The Arts: Drama - Below satisfactory - Years 3 and 4

This portfolio of student work shows that a student can sometimes use voice and movement to express character, and can occasionally maintain focus and make some decisions to demonstrate character. They can identify some similarities and differences between …

The Arts: Drama - Below satisfactory - Years 3 and 4 | Portfolios | 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

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

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

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

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