Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 25 result(s)
Sort by Relevance | Title | Type |

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 - 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 - 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 - 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

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

Written response: Community connections - ABOVE

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - ABOVE | Samples | Work samples | Resources

Research and proposal: Physical activity interventions - ABOVE

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 - ABOVE | Samples | 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: Rolling rally - ABOVE

In Term 4, Foundation students participated in a ball control unit utilising a variety of ball types and ball sizes. Students were asked to design a court space with boundaries, including a line to divide the area in two. Students were then required …

Demonstration: Rolling rally - ABOVE | Samples | Work samples | Resources

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 …

Written instructions: Environmental games - ABOVE | Samples | Work samples | Resources

Written response: Including others - ABOVE

As part of a unit of work on valuing diversity, students learnt about the importance of positive relationships as they transition into adolescence. Students were asked to examine scenarios involving a range of relationship issues and use a thinking routine …

Written response: Including others - ABOVE | Samples | Work samples | Resources

Analysis: Food and nutrition - ABOVE

Students learnt about the Australian Guide to Healthy Eating and its categories. They discussed influences on the food and drink people consume and what food is needed to stay healthy. Students were asked to record what they had eaten in the previous …

Analysis: Food and nutrition - ABOVE | Samples | Work samples | Resources

Video analysis: Soccer - Above

Students undertook a unit of work on indoor soccer over a period of 15 lessons. They developed an understanding of the 5 vs 5 team structure and individual skills, with a focus on dribbling, passing and trapping. Students were asked to submit a video …

Video analysis: Soccer - Above | Samples | Work samples | Resources

Demonstration: Bush dance – ABOVE

Students participated in a unit of work that introduced them to the history of Australian bush dance. The class was taught Heel and Toe Polka, Strip the Willow and Waves of Bondi at the start of the unit. Students were asked to form groups and use the …

Demonstration: Bush dance – ABOVE | Samples | Work samples | Resources

Verbal response: Staying safe - ABOVE

Students identified feelings in day-to-day activities and distinguished between safe and unsafe situations. Students identified  and explained warning signs and how to take action to keep themselves safe in their small rural community. Students were …

Verbal response: Staying safe - ABOVE | Samples | Work samples | Resources

Demonstration: Creating dance - ABOVE

Students spent the first half of the year following dance videos as part of their warm-up in physical education lessons. Students were asked to construct and perform a dance routine using a minimum of four dance moves that went for at least 30 seconds. …

Demonstration: Creating dance - ABOVE | Samples | Work samples | Resources

Demonstration: Gymnastics - Years 5 and 6 - ABOVE

Students participated in a six-week unit on gymnastics in which they learnt a range of movements and concepts related to space and composition of movement sequences. Students were asked to create a gymnastic sequence using a range of identified floor …

Demonstration: Gymnastics - Years 5 and 6 - ABOVE | 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

Demonstration: Striking (tennis) - ABOVE

Students were involved in a unit of work which focused on the skill of striking. They explored how to control different types of balls using a variety of equipment. Students’ prior experience varied from never having held a bat or racquet to participating …

Demonstration: Striking (tennis) - ABOVE | Samples | Work samples | Resources

Demonstration: Striking (tennis) - AT

Students were involved in a unit of work which focused on the skill of striking. They explored how to control different types of balls using a variety of equipment. Students’ prior experience varied from never having held a bat or racquet to participating …

Demonstration: Striking (tennis) - AT | Samples | Work samples | Resources

Sort by Relevance | Title | Type |