Your search for "student diversity" returned 84 result(s)
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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

Health and Physical Education - Satisfactory - Foundation Year

This portfolio of student work shows that the student can identify changes in individual needs as they have grown from a baby (WS5) and identify emotions (WS6). The student cooperates with another child by working together to define a playing area (WS4) …

Health and Physical Education - 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 - 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

Verbal response: Staying safe - ABOVE

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified  and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were …

Verbal response: Staying safe - ABOVE | Samples | Work samples | Resources

My holiday story - AT

Students produced a sequence of drawings of the key events in a recent holiday. The drawings were completed in class on a teacher-provided template. The teacher then interviewed the student, posing questions about the holiday. A transcript of the interview …

My holiday story - AT | Samples | Work samples | Resources

Community walk map – ABOVE

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – ABOVE | Samples | Work samples | Resources

Community walk map – AT

Students undertook a supervised walk around the local community and recorded the journey on a template map containing key marker points. The teacher then interviewed the student, posing questions about the journey. A transcript of the interview is included …

Community walk map – AT | Samples | Work samples | Resources

My holiday story - Above

Students produced a sequence of drawings of the key events in a recent holiday. The drawings were completed in class on a teacher-provided template. The teacher then interviewed the student, posing questions about the holiday. A transcript of the interview …

My holiday story - Above | Samples | Work samples | Resources

Verbal response: Staying safe - AT

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were asked …

Verbal response: Staying safe - AT | Samples | Work samples | Resources

Verbal response: Staying safe - BELOW

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified  and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were …

Verbal response: Staying safe - BELOW | Samples | Work samples | Resources

Scribed response: Growth and change - BELOW

The students and teacher discussed the concept of growth and change. Students were asked to bring in two photos of themselves: one as a baby and one as a school student. Using those photos, students identified their needs at these two points in time …

Scribed response: Growth and change - BELOW | Samples | Work samples | Resources

My photo album – AT

Students were asked to pose questions to their mothers regarding their lives at particular ages (baby, toddler, school student). The teacher subsequently transcribed students’ recollections of the answers to these questions. Students then created pictures, …

My photo album – AT | Samples | Work samples | Resources

Scribed response: Growth and change - AT

The students and teacher discussed the concept of growth and change. Students were asked to bring in two photos of themselves: one as a baby and one as a school student. Using those photos, students identified their needs at these two points in time …

Scribed response: Growth and change - AT | Samples | Work samples | Resources

My photo album – ABOVE

Students were asked to pose questions to their mothers regarding their lives at particular ages (baby, toddler, school student). The teacher subsequently transcribed students’ recollections of the answers to these questions. Students then created pictures, …

My photo album – ABOVE | 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

Demonstration and verbal response: Creating balances - ABOVE

Students were taught a short unit on balance, particularly looking at balance points and safety. The students were shown a variety of balances on a large screen. They discussed the points of balance and were given time to experiment and practise. Students …

Demonstration and verbal response: Creating balances - ABOVE | Samples | Work samples | Resources

Demonstration and verbal response: Creating balances - AT

Students were taught a short unit on balance, particularly looking at balance points and safety. The students were shown a variety of balances on a large screen. They discussed the points of balance and were given time to experiment and practise. Students …

Demonstration and verbal response: Creating balances - AT | Samples | Work samples | Resources

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