HASS - Satisfactory - Foundation
This portfolio of student work shows that the student can identify important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes the features of familiar places (WS1, …
HASS - Satisfactory - Foundation | Portfolios | Work samples | Resources
HASS - Above satisfactory - Foundation
This portfolio of student work shows that the student can identify a number of important events in the student’s own life (WS1, WS6, WS7) and recognises why some places are special to people (WS2, WS3, WS5). The student describes, with examples, the features …
HASS - Above satisfactory - Foundation | Portfolios | Work samples | Resources
Digital project: The beach - ABOVE
Students collected data about what they found on the beach and presented the data as an information product.
Digital project: The beach - ABOVE | Samples | Work samples | Resources
Digital project: The beach - AT
Students collected data about what they found on the beach and presented the data as an information product.
Digital project: The beach - AT | Samples | Work samples | Resources
Digital project: The beach - BELOW
Students collected data about what they found on the beach and presented the data as an information product.
Digital project: The beach - BELOW | Samples | Work samples | Resources
Digital project: Organising ideas - AT
Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …
Digital project: Organising ideas - AT | Samples | Work samples | Resources
Digital project: Bee-Bot - AT
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - AT | Samples | Work samples | Resources
Verbal response: Body responses to physical activity - ABOVE
During the term, discussions occurred around how the body responds to physical activity. As part of their learning, students used stethoscopes and apps to monitor heart rates. Students were asked to provide a response to teacher-generated questions to …
Verbal response: Body responses to physical activity - ABOVE | Samples | Work samples | Resources
Verbal response: Body responses to physical activity - AT
During the term, students had discussions about how the body responds to physical activity. As part of their learning, students used stethoscopes and apps to monitor heart rates. Students were asked to provide a response to teacher-generated questions …
Verbal response: Body responses to physical activity - AT | Samples | Work samples | Resources
Verbal response: Body responses to physical activity - BELOW
During the term, students had discussions about how the body responds to physical activity. As part of their learning, students used stethoscopes and apps to monitor heart rates. Students were asked to provide a response to teacher-generated questions …
Verbal response: Body responses to physical activity - BELOW | Samples | Work samples | Resources
Digital project: Organising ideas – ABOVE
Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …
Digital project: Organising ideas – ABOVE | Samples | Work samples | Resources
Digital project: Organising ideas - BELOW
Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …
Digital project: Organising ideas - BELOW | Samples | Work samples | Resources
Digital project: Bee-Bot - ABOVE
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - ABOVE | Samples | Work samples | Resources
Digital project: Bee-Bot - BELOW
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - BELOW | 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
Animation - ABOVE
Students studied endangered animals, read The Jungle Book by Rudyard Kipling, and created short stop motion animation artworks as part of a 10-week unit called ‘Our Animal Planet’. They developed their understanding of the natural world and sustainability, …
Animation - ABOVE | Samples | Work samples | Resources
Animation - AT
Students studied endangered animals, read The Jungle Book by Rudyard Kipling, and created short stop motion animation artworks as part of a 10-week unit called ‘Our Animal Planet’. They developed their understanding of the natural world and sustainability, …
Animation - AT | Samples | Work samples | Resources
Animation – BELOW
Students studied endangered animals, read The Jungle Book by Rudyard Kipling, and created short stop motion animation artworks as part of a 10-week unit called ‘Our Animal Planet’. They developed their understanding of the natural world and sustainability, …
Animation – BELOW | Samples | Work samples | Resources