Please note that many tasks were constructed prior to Common Core and the task alignments to the Common Core State Standards (CCSS) were not identified in the task materials. To search for the performance tasks explicitly aligned to the CCSS, Next Generation Science Standards (NGSS), or College, Career, and Civic Life (C3) Framework for Social Studies State Standards, please go to CCSS, NGSS, and C3 tabs.
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Source Subject Grade Level |
Australians- Yesterday and Today The Australians- Yesterday and Today unit includes an introduction, the learning focus, 5 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Australians – yesterday and today students compare and contrast the experiences of two immigrant families or individuals to Australia in the post-World War II period and in present times. As part of a team, they frame research questions to explore the context for particular migrant stories and make links to historical circumstances in their home country and in Australia. They also reflect on how they work in a team, delegate tasks and manage their time. |
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Source Subject Grade Level |
Designing for a Client The Designing for a Client unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Designing for a client students focus on designing and developing a product that meets a client’s specified requirements and time management skills. This unit provides opportunities for students to demonstrate achievement of elements of Level 6 Standards in Design, Creativity and Technology, Personal Learning and Communication. It will also help teachers identify ways in which the Level 6 standards will support students to develop employability skills. |
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Source Subject Grade Level |
In Style The In Style unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources. Unit description from source: In In style students prepare and present a contemporary style music performance. Student instrumentalists focus on preparing for a performance. Students who are not instrumentalists participate in the design and production aspect of the performance. Students work in groups to research a particular genre of music and to find advice on writing lyrics. They then compose their own original song and prepare for performing their piece to the class. Students undertake regular reflective activities in relation to team work. |
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Source Subject Grade Level |
Road Safety The Road Safety unit includes an introduction, the learning focus, 8 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Road safety students focus on road accidents as a major cause of injury and death amongst young Australians. Students evaluate how road safety messages are conveyed through the Transport Accident Commission (TAC) road safety campaigns. Students then develop an information product that conveys information about one risk factor that contributes to road accidents in Australia. |
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Source Subject Grade Level |
The 1967 Referendum The The 1967 Referendum unit includes an introduction, the learning focus, 7 teaching and learning activities, assessment criteria, and resources. Unit description from source: The 1967 Referendum was a significant milestone in the progress towards equal rights for Indigenous Australians. It holds great symbolic importance for Indigenous Australians. In the campaign for the referendum, Victorians played a significant role. In The 1967 Referendum, students evaluate the significance of the 1967 Referendum by:
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Source Subject Grade Level |
The Right Moves The The Right Moves unit includes an introduction, the learning focus, 6 teaching and learning activities, assessment criteria, and resources. Unit description from source: In The right moves students work cooperatively in teams to develop, analyze and implement group tactics. Students use cooperative learning tasks to identify, understand and develop key concepts that lead to an appreciation and demonstration of tactics in team games. Students analyse games and collect data to assess their performances. Students are introduced to European handball. They analyze a series of structured physical activities to develop basic attacking and defensive skills that are used in team games including European handball and create a media product that communicates their understanding of rules and tactics to a specific audience. |
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Source Subject Grade Level |
Tools The Tools unit includes an introduction, the learning focus, 8 teaching and learning activities, assessment criteria, and resources. Unit description from source: Students will listen to short texts about tools and explore how tools work, what tools are, what they are used for, and how they developed over time. Following an investigation of simple tools used in the classroom, home and workplace, students design and construct their own tool. They develop skills in working with others, and write texts describing different tools. Students are introduced to the relationship between work and technology and develop an understanding of what work is and tools that are used for different jobs. |
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Source Subject Grade Level |
Which Path for Me? The Which Path for Me? unit includes an introduction, the learning focus, 3 teaching and learning activities, assessment criteria, and resources. Unit description from source: In Which path for me? students research career paths and identify possible careers that match their skills and interests. They then research their chosen career path and present their research as a report. In completing this unit, students identify the education and training requirements for their chosen career path, select suitable resources and technologies to assist with their research, and use subject-specific language and conventions to communicate their findings effectively. |
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