Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Vietnamese to interact with peers and the teacher to exchange personal information, describe feelings, and express preferences (WS1, WS6, WS8). When participating in collaborative …
Languages: Vietnamese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Arabic to exchange information (WS4) about their personal worlds and to express feelings, likes and dislikes (WS1, WS2, WS3, WS5). The student uses formulaic language for a …
Languages: Arabic - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can interact with peers and adults using written and spoken Indonesian to communicate (WS3) about personal interests and relationships (WS1), practices and experiences (WS2, WS4, WS5), and about broader …
Languages: Indonesian - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …
Languages: Japanese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Spanish - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student can interact in written and spoken Spanish to communicate about personal experiences (WS1, WS2, WS3), relationships and aspirations, and broader local and global issues such as the environment (WS5), …
Languages: Spanish - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry)
This portfolio of student work shows that the student uses written and spoken Korean to interact with peers (WS3, WS5), teachers and other Korean speakers in face-to-face, local and virtual communications (WS1, WS2, WS4). The student exchanges information …
Languages: Korean - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources
Saving our planet – AT
In a unit on world environmental issues, students learnt relevant vocabulary, grammar and expressions to: understand and discuss causes of environmental problems and some solutions extend their understanding of lexis connected to climate change and …
Saving our planet – AT | Samples | Work samples | Resources
Letter to a friend - AT
Students had learnt how to talk about their own family and construct short, informative texts. In this task, students were asked to write a short letter about their family to an imaginary penfriend. They were to include names, ages and occupations.
Letter to a friend - AT | Samples | Work samples | Resources
CrT4
Crafting ideas talks about the purpose and audience of familiar imaginative and informative texts writes one or more ideas which are not necessarily related, using sentence fragments (labels a drawing) writes texts in different forms (lists, story) combines …
CrT4 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT6
Comprehension reads and views simple texts and some predictable texts (see Text complexity) locates specific information in a predictable print text or a given set of digital sources describes the purpose of informative, imaginative and persuasive …
UnT6 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
UnT5
Comprehension reads and views simple texts independently (see Text complexity) listens to texts to engage with learning area content (a text about family histories) views and discusses the content and features of texts with predictable structures …
UnT5 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT5
Crafting ideas writes text for a familiar purpose (to recount a personal experience, to tell a story, to express thoughts and feelings, to give an opinion) writes two or three related ideas which may include other unrelated ideas uses ideas from …
CrT5 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT9
Generic indicators maintains appropriate tense throughout the text (see Grammar) uses a range of sentences including correctly structured complex sentences (see Grammar) spells simple, most complex and some challenging words correctly (see Spelling) uses …
CrT9 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT11
Generic indicators spells a range of challenging words correctly (see Spelling)
CrT11 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Vietnamese New Year – AT
Students learnt about various Vietnamese celebrations and traditions. They explored informative writing style conventions to describe and reflect upon events and celebrations. Students learnt to analyse texts to gain information and recount the information …
Vietnamese New Year – AT | Samples | Work samples | Resources
Differing perspectives - ABOVE
Students explored two statements by Australian Prime Ministers: Paul Keating’s ‘Redfern Speech’ in 1992 and Kevin Rudd’s ‘Apology’ in 2008. They watched recordings and analysed written transcripts of each speech and considered the speech within its historical …
Differing perspectives - ABOVE | Samples | Work samples | Resources
Differing perspectives - AT
Students explored two statements by Australian Prime Ministers: Paul Keating’s ‘Redfern Speech’ in 1992 and Kevin Rudd’s ‘Apology’ in 2008. They watched recordings and analysed written transcripts of each speech and considered the speech within its historical …
Differing perspectives - AT | Samples | Work samples | Resources
UnT9
Comprehension reads and views moderately complex texts (see Text complexity) identifies the main themes or concepts in moderately complex texts summarises the text identifying key details compares and contrasts the use of visual elements in multimodal …
UnT9 | Understanding texts | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT6
Crafting ideas writes for a range of purposes (to recount a personal experience, to observe and describe, to provide a reason why, to express thoughts and feelings about a topic) writes four or more sequenced and clearly connected ideas includes …
CrT6 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
CrT7
Crafting ideas writes informative, imaginative and persuasive texts using evidence of structure (to recount a personal experience or a sequence of events; to describe a person, thing or process; to provide a reason why; to provide an opinion backed …
CrT7 | Creating texts | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources