The Arts: Drama - Below satisfactory - Years 5 and 6
These student descriptions are based on two work samples that consist of a student performance and a short student interview of the students reflecting on their performance. An imagined student who might demonstrate below satisfactory in this task is …
The Arts: Drama - Below 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
Languages: Italian - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …
Languages: Italian - Satisfactory - Years 5 and 6 | Portfolios | Work samples | 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
Mascot maker - AT
Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …
Mascot maker - AT | Samples | Work samples | Resources
Quanti animali - AT
Students had completed a unit of work on animals learning the vocabulary to name them and adjectives to describe their characteristics. Students had learned that many animals in Italian have similar names in English and discussed how cognates can help …
Quanti animali - AT | Samples | Work samples | Resources
Ensemble: Site specific – BELOW
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 – BELOW | 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
Scripted performance: Goldfields - BELOW
Students studied the gold rushes and their impact on Australia and its peoples through an integrated unit that involved History and Drama. In particular, they explored the Victorian goldfields, the miner’s licence and the unrest that led to the Eureka …
Scripted performance: Goldfields - BELOW | Samples | Work samples | Resources
Blueback trailer - BELOW
Students studied the novel Blueback by Tim Winton as part of an integrated unit that included English, Drama, Dance and the creation of a film trailer as a Media Arts summative task. They developed and planned their own sequences based on the novel's …
Blueback trailer - BELOW | Samples | Work samples | Resources
Composition: Penguins soundscape - BELOW
Students learning in music builds upon learning from the previous band. Students perform from a musical score that they have graphically notated and composed collaboratively with the ensemble in response to their study of penguins in the local habitat. The …
Composition: Penguins soundscape - BELOW | Samples | Work samples | Resources
Digital project: Scratch game - ABOVE
Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.
Digital project: Scratch game - ABOVE | Samples | Work samples | Resources
Digital project: Scratch game - AT
Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.
Digital project: Scratch game - AT | Samples | Work samples | Resources
Digital project: Scratch game - BELOW
Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.
Digital project: Scratch game - BELOW | Samples | Work samples | Resources