Information and Communication Technology Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …
Information and Communication Technology Capability - Level 5 (Years 7 and 8) | Responsibility and enterprise | Dimensions | Curriculum connections | Resources
Scripted: Pyramus and Thisbe - BELOW
Students were engaged in a unit of work on Elizabethan drama using Shakespeare’s A Midsummer Night’s Dream as the key text for a performance-based assessment. They studied style and the acting conventions of the play’s original context. They also learned …
Scripted: Pyramus and Thisbe - BELOW | Samples | Work samples | Resources
Video analysis: Athletics - BELOW
Students participated in a range of athletics events and were provided with instruction on the key performance components of each athletic skill. Students were asked to identify one skill to perform, evaluate and refine. Students were videoed performing …
Video analysis: Athletics - BELOW | Samples | Work samples | Resources
Literacy - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Navigate, read and view learning area texts navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations Listen and respond to learning area texts listen …
Literacy - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Sustainability - Years 7 and 8
Field studies provide an excellent opportunity to develop and practice the skills to be safe in the outdoors, create human-nature relationships and develop personal and social capabilities while explicit subject learning also takes place.
Sustainability - Years 7 and 8 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Geography - Years 7 and 8
Geography Year 7 Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their …
Geography - Years 7 and 8 | Skills and knowledge | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Recognise emotions examine influences on and consequences of their emotional responses in learning, social and work related contexts Express emotions appropriately forecast the consequences of expressing emotions …
Personal and Social Capability - Level 5 (Years 7 and 8) | Respectful relationships | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Develop self-discipline and set goals select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals Communicate effectively analyse enablers of and barriers …
Personal and Social Capability - Level 5 (Years 7 and 8) | Competencies and skills | Dimensions | Curriculum connections | Resources
Personal and Social Capability - Level 5 (Years 7 and 8)
Typically by the end of Year 8, students: Recognise emotions reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts Express emotions appropriately consider control and …
Personal and Social Capability - Level 5 (Years 7 and 8) | Wellbeing | Dimensions | Curriculum connections | Resources
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8)
Typically, by the end of Year 8, students: Recognise intellectual property apply practices that comply with legal obligations regarding the ownership and use of digital products resources Apply digital information security practices independently …
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
E-journal: Badminton - ABOVE
Students participated in a six-week unit of work exploring net/court games including badminton to learn about and develop court movement and specific skills. Students were asked to keep a learning journal using an electronic device and app which could …
E-journal: Badminton - ABOVE | Samples | Work samples | Resources
E-journal: Badminton - AT
Students participated in a six-week unit of work exploring net/court games including badminton to learn about and develop court movement and specific skills. Students were asked to keep a learning journal using an electronic device and app which could …
E-journal: Badminton - AT | Samples | Work samples | Resources
E-journal: Badminton - BELOW
Students participated in a six-week unit of work exploring net/court games including badminton to learn about and develop court movement and specific skills. Students were asked to keep a learning journal using an electronic device and app which could …
E-journal: Badminton - BELOW | Samples | Work samples | Resources
Responses to listening, items on clothes and fashion - AT
Students had been learning about the language used to describe clothing and fashion. In this task, students were asked to complete listening exercises that required them to identify vocabulary and descriptive language such as colour and style. Students …
Responses to listening, items on clothes and fashion - AT | Samples | Work samples | Resources
Magazine cover - ABOVE
Students studied the conventions and technical and symbolic elements of magazine covers and how they engage an audience. They explored how the media creates meaning and engages particular audiences with precision on magazine covers to market magazines. …
Magazine cover - ABOVE | Samples | Work samples | Resources
Magazine cover - AT
Students studied the conventions and technical and symbolic elements of magazine covers and how they engage an audience. They explored how the media creates meaning and engages particular audiences with precision on magazine covers. In particular, students …
Magazine cover - AT | Samples | Work samples | Resources
Magazine cover - BELOW
Students studied the conventions and technical and symbolic elements of magazine covers and how they engage an audience. They explored how the media creates meaning and engages particular audiences with precision on magazine covers. In particular, students …
Magazine cover - BELOW | Samples | Work samples | Resources
Presentation: Data and protocols - ABOVE
Students investigated cyber safety using online resources. They collected, analysed and evaluated a range of websites. Using these data, students planned and managed the creation of information using presentation software for publication on the school …
Presentation: Data and protocols - ABOVE | Samples | Work samples | Resources
Presentation: Data and protocols - AT
Students investigated cyber safety using online resources. They collected, analysed and evaluated a range of websites. Using these data, students planned and managed the creation of information using presentation software for publication on the school …
Presentation: Data and protocols - AT | Samples | Work samples | Resources
Presentation: Data and protocols - BELOW
Students investigated cyber safety using online resources. They collected, analysed and evaluated a range of websites. Using these data, students planned and managed the creation of information using presentation software for publication on the school …
Presentation: Data and protocols - BELOW | Samples | Work samples | Resources