English (Reading and Viewing - Literature) Level 3
Draw connections between personal experiences and the worlds of texts, and share responses with others(ACELT1596)
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative(ACELT1599)
English (Reading and Viewing - Literacy) Level 3
Identify the point of view in a text and suggest alternative points of view(ACELY1675)
Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682)
Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation(ACELY1683)
Write using joined letters that are clearly formed and consistent in size (ACELY1684)
Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements (ACELY1685)
English (Speaking and Listening - Language) Level 3
Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality in social situations (ACELA1476)
Examine how evaluative language can be varied to be more or less forceful (ACELA1477)
Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs(ACELA1484)
English (Speaking and Listening - Literacy) Level 3
Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)
Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1792)
Plan and deliver short presentations, providing some key details in logical sequence (ACELY1677)
Humanities (History - Perspectives and Interpretations) Level 3
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS071)
Science (Science as a Human Endeavour - Nature and Development of Science) Level 3
Science involves making predictions and describing patterns and relationships (ACSHE050)
Science (Science as a Human Endeavour - Use and Influence of Science) Level 3
Science knowledge helps people to understand the effect of their actions (ACSHE051)
Civics and Citizenship (Community Engagement) - Working towards level 4 They work with other students to identify a local issue and plan possible actions to achieve a desired outcome. They describe the benefits of action at the local level and the democratic aspects of the process. They participate in activities to protect and care for the natural and built environment.
Interpersonal Development (Building Social Relationships) Working towards Level 4 Students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict. Interpersonal Development (Working In Teams) Working towards Level 4 Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.
Design, Creativity and Technology (Investigating and Designing) Working towards Level 4 Students, individually and in teams, generate ideas based on a design brief, demonstrating understanding that designs may need to meet a range of different requirements. They use words, labelled sketches and models to communicate the details of their designs, and clarify ideas when asked. They identify simple systems components and common materials/ingredients and explain the characteristics and properties that make them suitable for use in products. Students think ahead about the order of their work and list basic steps to make the product or system they have designed. Design, Creativity and Technology (Producing) Working towards Level 4 Students use their list of steps and are able to choose appropriate tools, equipment and techniques to alter and combine materials/ingredients and assemble systems components. Design, Creativity and Technology (Analysing and Evaluating) Working towards Level 4 Students test, evaluate and revise their designs, products or simple systems in light of feedback they have gained from others. They identify what has led to improvements and describe what they consider to be the strengths and drawbacks of their design, product or simple system. They consider how well a product or simple system functions and/or how well it meets the intended purpose.
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