Your search for "Spelling" returned 66 result(s)
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Spelling description

This sub-element describes how a student becomes increasingly proficient in selecting and arranging letters to form accurately spelt words. Students develop increasing skill and proficiency in using spelling as a tool to understand and create meaning …

Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Phonic knowledge and word recognition description

This sub-element describes how a student becomes increasingly proficient at using letter-sound relationships and visual knowledge as code-breaking skills. Phonic knowledge and word recognition are among the range of resources students use as they read …

Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Creating texts description

The Creating texts sub-element describes how students become increasingly proficient at creating texts for an increasing range of purposes.  Students’ writing moves from representing basic concepts and simple ideas to conveying abstract concepts and complex …

Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Procedural Writing

Students in this Year 1 class learn about different procedural texts and the criteria for writing their own procedure. In a lesson, the students write a procedure for making fairy bread. The teacher reiterates the steps the students need to follow and …

Procedural Writing | Illustrations of practice | Students with disability | Student diversity | Resources

Creating Stories

A teacher of a class of 27 students, of whom 18 are learning English as an Additional Language or Dialect (EAL/D), selects age-appropriate content from the Year 1 Australian Curriculum: English. The lesson is part of a unit of work to create stories. …

Creating Stories | Illustrations of practice | Students for whom EAL/D | Student diversity | Resources

A guide to the progressions for parents

Literacy and numeracy development influences students’ success in most aspects of schooling. The National Literacy and Numeracy Learning Progressions are a resource that describe how literacy and numeracy learning  develops over time. There are two progressions …

A guide to the progressions for parents | National Literacy and Numeracy Learning Progressions | Resources

Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student can initiate and maintain interactions (WS9) in written and spoken German to communicate ideas, thoughts, feelings and information (WS1, WS11) related to relationships, school experiences (WS2, WS6, …

Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Modern Greek - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses spoken and written Greek to exchange personal information (WS1, WS2, WS3), describe feelings and express preferences (WS1, WS2). When participating in collaborative activities, transactions and …

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

Languages: Vietnamese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings (WS1, WS3, WS4, WS5, WS6). The student exchanges information about aspects of their …

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

Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts (WS2, WS4, WS5). The student uses modelled and spontaneous language to engage …

Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Bee-Bot coding – AT

Students had been working on a unit on the language of coding in German. Prior to this task students had:  become familiar with and used German coding abbreviations for forwards, backwards, left turn and right turn  used these abbreviations to write …

Bee-Bot coding – AT | Samples | Work samples | Resources

Vowel and consonants combinations – AT

Students had learnt about aspects of spelling in Greek. In this task students were asked to identify words with particular features in a given text, then share pronunciation with a fellow student.

Vowel and consonants combinations – AT | Samples | Work samples | Resources

Sentence formation – AT

Students had previously learnt the Vietnamese alphabet, tones and how to read and pronounce words. They had also learnt to write simple sentences about themselves and things they like to do in class. Students explored the writing process by experimenting …

Sentence formation – AT | Samples | Work samples | Resources

Animale smarrito - AT

Students had completed a module of work on pets and agreement of adjectives with nouns. Students were asked to create a notice about a lost pet. In the notice students were to include a photo of lost animal, name and description of animal and information …

Animale smarrito - AT | Samples | Work samples | Resources

Letter to Daniela - AT

Students had watched the film Salvatore questa è la vita. Students had discussed and reflected on the events that led the protagonist to remain in Sicily and not return to his life in Rome. Students were asked to imagine that they were the teacher, Marco Brioni and …

Letter to Daniela - AT | Samples | Work samples | Resources

Diary entry of Caterina - AT

Students were asked to imagine that they were Caterina from the film Caterina va in città and compose three diary entries. The diary entries were to reflect Caterina’s experiences, feelings and opinions at different points in the film. 

Diary entry of Caterina - AT | Samples | Work samples | Resources

Il mio mostro sa ….. - AT

Students had learnt to recognise the verb sapere and understand that it is followed by another verb in the infinitive form. Students were asked to match the frequently used verbs phrases with the action in the image. Students were then asked to compose …

Il mio mostro sa ….. - AT | Samples | Work samples | Resources

Le petit Matthieu - AT

Students learnt French pronunciation and intonation through play-based learning and mimicking to learn and recite a poem. In this task, students were asked to learn vocabulary including words with similar pronunciation to English and recite a poem.   There …

Le petit Matthieu - AT | Samples | Work samples | Resources

My crazy animal - AT

Students had learnt French colours and animals and basic descriptive language and grammar to form simple descriptive sentences. In this task, students were read the story Brown Bear, Brown Bear, What Do You See? (Ours brun, Dis-moi French edition) by …

My crazy animal - AT | Samples | Work samples | Resources

'Stolen' – ABOVE

Students were engaged in a series of activities associated with the theme of reconciliation. Students listened to a teacher-reading of ‘The Shack that Dad Built’ by Elaine Russell and completed a tabular comparison of lives and experiences. Students listened …

'Stolen' – ABOVE | Samples | Work samples | Resources

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