Creating a place – ABOVE
Students conducted surveys and collected data about different environments. Students then used the data to inform their drawings of imagined places and wrote reflections on the process and the choices they made. The entire task took place over a one-week …
Creating a place – ABOVE | Samples | Work samples | Resources
A significant place – ABOVE
Students selected a significant site in their local area from a list provided by the teacher. Working with the teacher, and supported by the teacher-librarian, students posed a series of questions about the building or place and researched answers to …
A significant place – ABOVE | Samples | Work samples | Resources
Museum in a box – ABOVE
Students visited a local museum to investigate aspects of life in the past. Following the visit, students chose objects or technologies for teacher-guided research and inquiry, and students sequenced developments along a simple timeline and wrote scaffolded …
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Health and Physical Education - Above satisfactory - Years 1 and 2
This portfolio of student work shows that the student can recognise and illustrate changes that occur as people age, and can identify activities that change with increasing age (WS3). They can recognise personal factors that shape their personal identity …
Health and Physical Education - Above satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources
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 …
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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 …
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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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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 then …
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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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Art response: Leaving home - ABOVE
Students engaged in responding to the subject matter and narrative in Aboriginal Nyoongar artist Laurel Nannup’s woodcut print, Leaving home. They were also required to analyse elements such as shape, the artist’s choice to exclude colour, and the technique …
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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. …
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Written instructions: Environmental games - ABOVE
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
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Reflection: Emotional responses - ABOVE
Students participated in a games unit focusing on social interactions and emotions. They identified their own and others' emotions using a classroom chart of ‘feelings faces’. Students identified how their reactions might make others feel, talked about …
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Posters: Personal safety - ABOVE
Students undertook a six-week unit involving protective behaviours to keep themselves safe. This included sun, water, playground and community safety. Students were asked to make a poster to share sun safety messages. Students were also asked to write …
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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