Written response: Personal fitness - ABOVE
Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …
Written response: Personal fitness - ABOVE | Samples | Work samples | Resources
Written response: Personal fitness - AT
Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …
Written response: Personal fitness - AT | Samples | Work samples | Resources
Written response: Personal fitness – BELOW
Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …
Written response: Personal fitness – BELOW | Samples | Work samples | Resources
Classmate interview and personal identity wheel – AT
Students learnt how to express personal information about hobbies, family, their favourite foods and how to describe their physical attributes. Students also participated in whole class and small group activities and discussions about personal identity …
Classmate interview and personal identity wheel – AT | Samples | Work samples | Resources
Written response: Personal safety - ABOVE
The class explored different scenarios where personal safety may be at risk and investigated a range of strategies that could be implemented to minimise risk to personal safety, remove themselves from unsafe situations and report inappropriate behaviour. The …
Written response: Personal safety - ABOVE | Samples | Work samples | Resources
Written response: Personal safety - AT
The class explored different scenarios where personal safety may be at risk and investigated a range of strategies that could be implemented to minimise risk to personal safety, remove themselves from unsafe situations and report inappropriate behaviour. The …
Written response: Personal safety - AT | Samples | Work samples | Resources
Written response: Personal safety - BELOW
The class explored different scenarios where personal safety may be at risk and investigated a range of strategies that could be implemented to minimise risk to personal safety, remove themselves from unsafe situations and report inappropriate behaviour. The …
Written response: Personal safety - BELOW | 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
Posters: Personal safety - ABOVE
Students undertook a six-week unit involving protective behaviours to keep themselves safe. This included sun, water, playground and community safety. Students were asked to make a poster to share sun safety messages. Students were also asked to write …
Posters: Personal safety - ABOVE | Samples | Work samples | Resources
Posters: Personal safety - AT
Students undertook a six-week unit involving protective behaviours to keep themselves safe. This included sun, water, playground and community safety. Students were asked to make a poster to share sun safety messages. They were also asked to write or …
Posters: Personal safety - AT | Samples | Work samples | Resources
Posters: Personal safety - BELOW
Students undertook a six-week unit involving protective behaviours to keep themselves safe. This included sun, water, playground and community safety. Students were asked to make a poster to share sun safety messages. Students were also asked to write …
Posters: Personal safety - BELOW | Samples | Work samples | Resources
Personal Introduction – Ini Saya - AT
Students were asked to present an oral self-introduction during class using expressions and phrases on introducing oneself learned throughout the semester. This task was completed without use of notes. It was a summative task at the end of the unit Ini …
Personal Introduction – Ini Saya - AT | Samples | Work samples | Resources
Design and Technologies - Above satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …
Design and Technologies - Above satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Design and Technologies - Satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …
Design and Technologies - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Design and Technologies - Below satisfactory - Foundation to Year 2
This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments (WS1, WS2, WS3). The student identifies the features …
Design and Technologies - Below satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Foundation Year
This portfolio of student works shows that the student can identify a number of changes in personal needs as they have grown from a baby (WS5) and identify emotions they feel in a given situation (WS6). The student cooperates with another child by working …
Health and Physical Education - Above satisfactory - Foundation Year | Portfolios | Work samples | Resources
Health and Physical Education - Below satisfactory - Foundation Year
This portfolio of student works shows that the student can identify a single basic personal need as they have grown from a baby (WS5) and a single body cue that indicates an emotion they feel in a given situation (WS6). They can, with assistance, describe …
Health and Physical Education - Below satisfactory - Foundation Year | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Years 1 and 2
This portfolio of student work shows that the student can recognise and illustrate changes that occur as people age, and can identify activities that change with increasing age (WS3). They can recognise personal factors that shape their personal identity …
Health and Physical Education - Above satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources
Health and Physical Education - Satisfactory - Years 1 and 2
This portfolio of student work shows that the student can describe physical changes that occur as they age, and can identify relationships that change over time (WS3). They can identify physical and cognitive strengths and make connections between personal …
Health and Physical Education - Satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources