Health and Physical Education - Above satisfactory - Foundation Year
This portfolio of student works shows that the student can identify a number of changes in personal needs as they have grown from a baby (WS5) and identify emotions they feel in a given situation (WS6). The student cooperates with another child by working …
Health and Physical Education - Above satisfactory - Foundation Year | Portfolios | Work samples | Resources
Health and Physical Education - Satisfactory - Foundation Year
This portfolio of student work shows that the student can identify changes in individual needs as they have grown from a baby (WS5) and identify emotions (WS6). The student cooperates with another child by working together to define a playing area (WS4) …
Health and Physical Education - Satisfactory - Foundation Year | Portfolios | Work samples | Resources
Health and Physical Education - Below satisfactory - Foundation Year
This portfolio of student works shows that the student can identify a single basic personal need as they have grown from a baby (WS5) and a single body cue that indicates an emotion they feel in a given situation (WS6). They can, with assistance, describe …
Health and Physical Education - Below satisfactory - Foundation Year | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Years 3 and 4
This portfolio of student work shows that the students explain how personal strengths can support and shape their identity (WS6). Students identify qualities they would like to improve and how, by improving this quality, they can overcome challenges (WS6). …
Health and Physical Education - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Health and Physical Education - Satisfactory - Years 3 and 4
This portfolio of student work shows that the student can explain how personal strengths can be used to support and manage changes that are happening for them and can identify personal qualities they would like to improve (WS6). The student can identify …
Health and Physical Education - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Years 5 and 6
This portfolio of student work shows that students investigate and explain significant physical and emotional changes experienced during puberty and suggest a range of ways to manage these changes personally and for others (WS6). They explain in detail …
Health and Physical Education - Above satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Health and Physical Education - Satisfactory - Years 5 and 6
This portfolio of student work shows that the student can investigate and explain physical and emotional changes during puberty and suggest how to manage these changes (WS6). They can explain the influence of the media, people and places on identity (WS4, …
Health and Physical Education - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources
Health and Physical Education - Above satisfactory - Years 7 and 8
This portfolio of student work shows that the student can describe a range of physical, social and moral changes that occur during puberty and identify how and why relationships change during this time (WS3). They provide detailed advice about managing …
Health and Physical Education - Above satisfactory - Years 7 and 8 | Portfolios | Work samples | Resources
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
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
Health and Physical Education - Above satisfactory - Years 9 and 10
This portfolio of student work shows that the student synthesises detailed research and information from credible sources to analyse effectiveness of public health campaigns. They propose comprehensive community responses to the issue of sun safety and …
Health and Physical Education - Above satisfactory - Years 9 and 10 | Portfolios | Work samples | Resources
Health and Physical Education - Satisfactory - Years 9 and 10
This portfolio of student work shows that the student synthesises information from credible sources to propose responses to the issues of smoking and drugs (WS2, WS3). The student applies and transfers movement concepts and strategies and applies criteria …
Health and Physical Education - Satisfactory - Years 9 and 10 | 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
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 …
Reflection: My strengths and me - ABOVE | Samples | Work samples | Resources
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
Demonstration, verbal and written response: Striking and fielding (T-Ball) - AT
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) - AT | Samples | Work samples | Resources
Reflection: I am good at ... - ABOVE
As part of a unit of work on personal identity, students learnt how people, places, personal interests and personal strengths helped shape their identity. Students were introduced to character strengths and each strength was explained. Students were …
Reflection: I am good at ... - ABOVE | Samples | Work samples | Resources
Reflection: I am good at ... - AT
As part of a unit of work on personal identity, students learnt how people, places, personal interests and personal strengths helped shape their identity. Students were introduced to character strengths and each strength was explained. Students were …
Reflection: I am good at ... - AT | Samples | Work samples | Resources
Reflection: I am good at ... - BELOW
As part of a unit of work on personal identity, students learnt how people, places, personal interests and personal strengths helped shape their identity. Students were introduced to character strengths and each strength was explained. Students were …
Reflection: I am good at ... - BELOW | Samples | Work samples | Resources
Written response: Identity - ABOVE
Students participated in a five-week unit of work about personal wellbeing and relationships, with a focus on belonging, resilience and personal and cultural identities. Physical activity challenges were used to generate discussion about linking feelings …
Written response: Identity - ABOVE | Samples | Work samples | Resources