Demonstration, verbal and written response: Striking and fielding (T-Ball) - BELOW
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) - BELOW | Samples | Work samples | Resources
Our school rules – ABOVE
Students explored the role and importance of rules for a community. They discussed how their school operated as a community and drafted their own set of rules for the school. Students produced posters of their rules for consideration by their school’s …
Our school rules – ABOVE | Samples | Work samples | Resources
Our school rules – AT
Students explored the role and importance of rules for a community. They discussed how their school operated as a community and drafted their own set of rules for the school. Students produced posters of their rules for consideration by their school’s …
Our school rules – AT | Samples | Work samples | Resources
Working safely and accurately - ABOVE
Students were filmed or photographed to demonstrate working safely in the technologies classroom. They completed safety worksheets to demonstrate their understanding of safe work practices.
Working safely and accurately - 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 perform …
Demonstration: Overarm throw - ABOVE | Samples | Work samples | Resources
Demonstration: Overarm throw - AT
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 perform …
Demonstration: Overarm throw - AT | Samples | Work samples | Resources
Demonstration: Overarm throw - BELOW
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 perform …
Demonstration: Overarm throw - BELOW | Samples | Work samples | Resources
Writing task – weather forecast
Students were asked to write in Chinese characters about the weather forecast in a city of their choice.
Writing task – weather forecast | Samples | Work samples | Resources
Written reflection: Team challenges
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 | Samples | Curriculum connections | Resources
Demonstration and verbal response: Dance creation - ABOVE
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 verbal response: Dance creation - ABOVE | Samples | Work samples | Resources
Demonstration and verbal response: Dance creation - AT
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 verbal response: Dance creation - AT | 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
Presentation: Systems - AT
Throughout the term, students were introduced to various digital systems and their use. Students were asked to identify software and hardware then demonstrate how to use a digital system for a specific purpose at school.
Presentation: Systems - AT | Samples | Work samples | Resources
Presentation: School system - BELOW
Throughout the year, students have been using and considering the purpose of a range of digital system components and how these components can be connected. Students were asked to verbally explain and justify the classroom network.
Presentation: School system - BELOW | Samples | Work samples | Resources
Self-introduction - AT
Students had learnt about pronunciation of French vowels and the language associated with self-introduction. In this task, students were asked to create a simple written introduction about themselves and record orally in the form of a video using ICT …
Self-introduction - AT | Samples | Work samples | Resources
Frap! Frap! Frap! Poem - AT
Students had learnt about different audiences and poem text structure. In this task, students were asked to compose a rap or poem using parts of the body. They were then asked to recite it out loud with actions and apply correct intonation and pronun …
Frap! Frap! Frap! Poem - AT | Samples | Work samples | Resources
Design project: Seed to sandwich - ABOVE
Students explored requirements for plant growth and the production and processing steps to get from a wheat seed to a food product (loaf of bread). They created a visual representation (road map) to plot the steps from a wheat seed to a loaf of bread. …
Design project: Seed to sandwich - 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
Folk music: North American - AT
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 - AT | Samples | Work samples | Resources
Folk music: North American - BELOW
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 - BELOW | Samples | Work samples | Resources