Pairs: Seasons - Above
Students made and responded to dance by exploring seasons as a stimulus in a short unit of work. They also individually choreographed a dance to represent their chosen season. They were guided through the process of developing movements to represent a …
Pairs: Seasons - Above | Samples | Work samples | Resources
Researching a scientist - ABOVE
In previous teaching and learning units, students practiced researching scientific topics online and they were taught how to judge the quality of the information they found. Students were given opportunities to write research reports that included bibliographies. In …
Researching a scientist - ABOVE | Samples | Work samples | Resources
Demonstration: Overarm throw - ABOVE
Prior to the assessment task, students participated in a ball skills unit involving throwing and catching activities, group activities and minor games involving these skills, and viewed video clips of effective overarm throws. Students were asked to …
Demonstration: Overarm throw - ABOVE | Samples | Work samples | Resources
Folk music: North American - ABOVE
Students studied American folk music and the origins of blues in a 10-week unit that differentiated for a range of abilities in class. In particular, they studied traditional North American blues and gospel music, focusing on This Train is Bound for Glory …
Folk music: North American - ABOVE | Samples | Work samples | Resources
Design project: Automata - ABOVE
Students investigated some of the key mechanical systems that are used and relied on in daily life, such as the muscles that move their own head, locking and unlocking mechanisms, toys that move and mechanisms in the family car. They critiqued these key …
Design project: Automata - ABOVE | 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
Scripted: Pyramus and Thisbe - ABOVE
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 - ABOVE | Samples | Work samples | Resources
Enterprise project - Year 9 - ABOVE
This group of students was drawn from a class of mixed-ability students learning through STEM (Science, Technology, Engineering and Mathematics) enterprise project work. Students were asked to complete an action project which demonstrates entrepreneurial …
Enterprise project - Year 9 - ABOVE | Samples | Work samples | Resources
Earth Science Task – ABOVE
Over a period of eight weeks, students engaged in an integrated STEAM project designed to offer students insights into real-world industry applications and work experiences. Students were organised into ‘business units’ of a fictitious mining corporation …
Earth Science Task – ABOVE | Samples | Work samples | Resources
Solar cells - Above
This task was the final assessment task of a five-week teaching and learning unit on solar energy. During the unit, students learnt about scientific concepts related to atomic structure and electricity that allowed them to understand how a solar panel …
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Written response: Life changes - ABOVE
Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …
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Written response: Body reactions - ABOVE
Students participated in a combined HPE and Science unit, exploring how their body felt after physical activity. Before going for a run, students checked their heart rate by putting their hand on their chest. After the run, students checked to see if …
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Written response: Fitness - ABOVE
Throughout the term, students participated in a range of physical activities that developed health-related and skill-related fitness components. The teacher led discussion about the difference between health- and skill-related components and after each …
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Journal writing: Dress and hygiene - ABOVE
Students were part of a mixed-ability, multi-aged class of combined Year 9 and Year 10 students. Through journal writing, students were required to respond to and reflect on articles and experiences relating to issues in the workplace. The task was …
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Social media: Aztecs and Incas - ABOVE
Students were asked to create a series of social media posts regarding an aspect of the Spanish conquest of the Americas. They were required to choose an appropriate platform incorporating text and images and were provided with teacher-created templates …
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Annotated drawing: Being active - ABOVE
Students were involved in a unit of work looking at how to be more active, including the body’s response to physical activity. Students were asked to draw themselves being active and label what happens to their body when they are active. The teacher …
Annotated drawing: Being active - ABOVE | Samples | Work samples | Resources
Cubism: Portraits - ABOVE
Students researched and explored synthetic and analytical cubism and the Spanish artist Pablo Picasso. They explored the visual conventions of and social and historical influences on cubism through structured inquiry that was prepared for them by their …
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Reflection: My strengths and me - ABOVE
The teacher assisted students to understand what identity is and how identities can be influenced and formed over time. The teacher and students discussed character strengths and achievements through the use of personal experiences, picture books and …
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Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE
Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …
Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE | Samples | Work samples | Resources
Written reflection: Team challenges - ABOVE
For the first three lessons of the year, students worked in small groups to complete a number of challenges that required teamwork, decision-making, problem-solving, and movement skills to be successful. This series of lessons focused on building social …
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