Health and Physical Education - Satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe the changes that occur during puberty and identify how relationships change during this time (WS3). They provide appropriate advice about managing changing social relationships (WS3). …
Health and Physical Education - Satisfactory - Years 7 and 8 | Portfolios | Work samples | 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 apply …
Information and Communication Technology (ICT) Capability - Level 5 (Years 7 and 8) | Multimedia dimensions | Dimensions | Curriculum connections | Resources
Health and Physical Education - Below satisfactory - Years 7 and 8
This portfolio of student work shows that the student can identify physical changes that occur during puberty and recognise that during puberty relationships also change (WS3). They identify a number of emotions that impact on relationships and provide …
Health and Physical Education - Below satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Design and Technologies - Above satisfactory - Years 7 and 8
This portfolio of student work shows that the student can explain factors that influence the design of products, services and environments to meet present and future needs (WS1, WS2, WS3, WS4). The student explains the contribution of design and technology …
Design and Technologies - Above satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Design and Technologies - Satisfactory - Years 7 and 8
This portfolio of student work shows that the student can explain factors that influence the design of products, services and environments to meet present and future needs (WS1, WS2, WS3, WS4). The student explains the contribution of design and technology …
Design and Technologies - Satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Design and Technologies - Below satisfactory - Years 7 and 8
This portfolio of student work shows that the student can explain factors that influence the design of products, services and environments to meet present and future needs (WS1, WS2, WS3, WS4). The student explains the contribution of design and technology …
Design and Technologies - Below satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student interacts with peers, teachers and online French-speaking contacts, to exchange information, opinions, experiences, thoughts and feelings about self (WS7), family (WS3, WS4, WS9, WS10) and friends …
Languages: French - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources
Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry)
This portfolio of student work shows that the student can interact with peers and the teacher in classroom routines and activities (WS3), exchanging greetings, wishes and information about their personal and social worlds (WS2, WS4). The student uses …
Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | 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
Written response: Respectful relationships - AT
The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …
Written response: Respectful relationships - AT | Samples | Work samples | Resources
Written response: Respectful relationships - ABOVE
The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …
Written response: Respectful relationships - ABOVE | Samples | Work samples | Resources
Written response: Respectful relationships - BELOW
The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …
Written response: Respectful relationships - BELOW | Samples | Work samples | Resources
Design project: Pig enclosure - ABOVE
Students completed an analysis of the two pig enclosures (managed environments) at the school where pigs were housed. They used their prior knowledge, internet research and an audit key to assist them in assessing the positives and negatives of each of …
Design project: Pig enclosure - ABOVE | Samples | Work samples | Resources
Design project: Pig enclosure - BELOW
Students completed an analysis of the two pig enclosures (managed environments) at the school where pigs were housed. They used their prior knowledge, internet research and an audit key to assist them in assessing the positives and negatives of each of …
Design project: Pig enclosure - BELOW | Samples | Work samples | Resources
Hip-hop: Technology - ABOVE
Students were asked to use dance to explore an issue facing the youth of today in a four-week unit. They were assessed in a summative task that included making (choreography and performance) and responding. Students selected and organised the elements …
Hip-hop: Technology - ABOVE | Samples | Work samples | Resources
Hip-hop: Technology - AT
Students were asked to use dance to explore an issue facing the youth of today in a four-week unit. They were assessed in a summative task that included making (choreography and performance) and responding. Students selected and organised the elements …
Hip-hop: Technology - AT | Samples | Work samples | Resources
Hip-hop: Technology - BELOW
Students were asked to use dance to explore an issue facing the youth of today in a four-week unit. They were assessed in a summative task that included making (choreography and performance) and responding. Students selected and organised the elements …
Hip-hop: Technology - BELOW | Samples | Work samples | 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
Investigation: Innovation - ABOVE
Students investigated a designed solution they believed was innovative. They prepared a report including an analysis of why the design was innovative (including materials, tools and techniques) and an analysis of the impact of this designed solution on …
Investigation: Innovation - ABOVE | Samples | Work samples | Resources