Health and Physical Education - Below satisfactory - Years 5 and 6
This portfolio of student work shows that the student can identify some physical and emotional changes during puberty and make simple suggestions about how to manage these changes (WS6). They can describe how people, places and media images can influence …
Health and Physical Education - Below satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Health and Physical Education - Below satisfactory - Years 9 and 10
This portfolio of student work shows that the student uses health information to propose responses to the issues of nutrition and drink driving (WS2, WS3). The student applies and transfers some movement concepts and strategies and applies limited criteria …
Health and Physical Education - Below satisfactory - Years 9 and 10 | 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
Design and Technologies - Below satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products (WS4), services and environments …
Design and Technologies - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Digital Technologies - Below satisfactory - Years 9 and 10
This portfolio of student work shows that the student can explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users (WS5). The student explains simple data compression, …
Digital Technologies - Below satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Health and Physical Education - Below satisfactory - Years 3 and 4
This portfolio of student work shows that the student can identify at least one strength to help them manage changes that are happening to them and identify one quality they would like to improve (WS6). They identify a limited number of factors that influence …
Health and Physical Education - Below satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Geography - Below satisfactory - Year 7
This portfolio of student work shows that the student can describe some of the human and geographical processes that influence the characteristics of places, and how places are perceived and valued differently (WS1, WS2). The student explains some spatial …
Geography - Below satisfactory - Year 7 | Portfolios | Work samples | 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
Song analysis: Relationships and values - BELOW
As part of a unit of work on respectful relationships and values, students were asked to select a song that describes a relationship between two people or two groups of people. Students were asked to write an essay to analyse the aspects of the relationship …
Song analysis: Relationships and values - BELOW | Samples | Work samples | Resources
Written reflection: Team challenges - BELOW
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 …
Written reflection: Team challenges - BELOW | Samples | Work samples | Resources
Safety and risk - BELOW
Students demonstrated their understanding of safe work practices in technologies classrooms and how to manage risk.
Safety and risk - BELOW | Samples | Work samples | Resources
Demonstration and verbal response: Creating balances - BELOW
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 - BELOW | Samples | Work samples | Resources
Working safely and accurately - BELOW
Students were filmed or photographed to demonstrate working safely in the technologies classroom (below sample not published). They completed safety worksheets to demonstrate their understanding of safe work practices.
Working safely and accurately - BELOW | Samples | Work samples | Resources
Sharing stories: Picture book BELOW
Students were engaged in a unit about illustrating personal stories. They explored a range of painting and drawing techniques, as well as processes and materials to develop their understanding of illustrating storybooks. The processes included printmaking …
Sharing stories: Picture book BELOW | Samples | Work samples | Resources
Written response: Personal safety - BELOW
The class explored different scenarios where personal safety may be at risk and investigated a range of strategies that could be implemented to minimise risk to personal safety, remove themselves from unsafe situations and report inappropriate behaviour. The …
Written response: Personal safety - BELOW | Samples | Work samples | Resources
Research and proposal: Physical activity interventions - BELOW
As part of a broader unit of work on community-based health and wellbeing interventions, students researched a range of physical activity interventions/initiatives/community events – for example, workplace walking challenges, social media campaigns, targeted …
Research and proposal: Physical activity interventions - BELOW | Samples | Work samples | Resources
Pairs: Seasons - BELOW
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 - BELOW | Samples | Work samples | Resources
Ensemble: Site specific – BELOW
Students studied choreography using a site specified by their teacher as a stimulus. The unit explored different spaces where dance can occur and provided students with the opportunity to choreograph their own work in a specific space. This was an informal …
Ensemble: Site specific – BELOW | Samples | Work samples | Resources
Demonstration and written response: Dance creation - BELOW
Students were involved in a 10-week HASS and HPE unit of work about celebrations around the world. The unit of work had a strong focus on working cooperatively in a group. Students were asked to collaborate as a group to prepare a short performance consisting …
Demonstration and written response: Dance creation - BELOW | Samples | Work samples | Resources
Demonstration, verbal and written response: Tactics - BELOW
The teacher taught a five-week unit which included striking and fielding, target, net/court and invasion games. Handball was a small part of an overall unit of work which involved students demonstrating their skills and their understanding of tactics. Students …
Demonstration, verbal and written response: Tactics - BELOW | Samples | Work samples | Resources