Your search for "Recognise and explore digital systems (hardware and software components) for a purpose" returned 24 result(s)
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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 - 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 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

Health and Physical Education - Below satisfactory - Years 1 and 2

This portfolio of student work shows that the student can identify physical growth as a change that occurs as they grow older and can identify one change in relationships that occurs as they age (WS3). They can identify one personal strength and identify …

Health and Physical Education - Below satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources

Health and Physical Education - Satisfactory - Years 1 and 2

This portfolio of student work shows that the student can describe physical changes that occur as they age, and can identify relationships that change over time (WS3). They can identify physical and cognitive strengths and make connections between personal …

Health and Physical Education - Satisfactory - Years 1 and 2 | Portfolios | Work samples | Resources

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 - 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 - 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

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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Written response: Fitness - AT

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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Written response: Fitness - BELOW

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 …

Written response: Fitness - BELOW | Samples | Work samples | Resources

Written response: Personal fitness - ABOVE

Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …

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Written response: Personal fitness – BELOW

Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …

Written response: Personal fitness – BELOW | Samples | Work samples | Resources

Written response: Personal fitness - AT

Students participated in a range of activities that developed health-related and skill-related fitness components. Students were asked to design a personal training workout and then performed the workout while wearing a heart rate monitor. Students were …

Written response: Personal fitness - AT | Samples | Work samples | Resources

Video analysis: Athletics - ABOVE

Students participated in a range of athletics events and were provided with instruction on the key performance components of each athletic skill. Students were asked to identify one skill to perform, evaluate and refine. Students were videoed performing …

Video analysis: Athletics - ABOVE | Samples | Work samples | Resources

Video analysis: Athletics - AT

Students participated in a range of athletics events and were provided with instruction on the key performance components of each athletic skill. Students were asked to identify one skill to perform, evaluate and refine. Students were videoed performing …

Video analysis: Athletics - AT | Samples | Work samples | Resources

Video analysis: Athletics - BELOW

Students participated in a range of athletics events and were provided with instruction on the key performance components of each athletic skill. Students were asked to identify one skill to perform, evaluate and refine. Students were videoed performing …

Video analysis: Athletics - BELOW | Samples | Work samples | Resources

Written response: Respectful relationships - ABOVE

The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …

Written response: Respectful relationships - ABOVE | Samples | Work samples | Resources

Written response: Respectful relationships - AT

The class undertook a 15-lesson unit of work on relationships and sexuality. The teacher worked with students to: explore, discuss and understand a range of sexual health and relationship issues; develop a range of life skills; and access current, relevant …

Written response: Respectful relationships - AT | Samples | Work samples | Resources

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