Assessment Rubric - Crazy boot scootin’ (Level 3 – 4) Relevant element of the Achievement Standards Level 2 Level 4 Level 6 Health and Physical Education By the end of Level 2, students … demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement. By the end of Level 4, students … understand the benefits of being fit and physically active. They create and perform movement sequences using fundamental movement skills and the elements of movement. By the end of Level 6, students … perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes. They apply the elements of movement when composing and creating movement sequences. The Arts - Dance By the end of Level 2, students …communicate about dances they make, perform and view, and discuss where and why people dance. By the end of Level 4, students… structure movements into dance sequences. They make dances and perform safely with control, accuracy, projection and focus. Students describe and discuss similarities and differences between dances they make, perform and view. By the end of Level 6, students…structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions. They perform dances for audiences, demonstrating technical and expressive skills and safe dance practice. Assessment Rubric Category At level 2 students can: When progressing towards level 4 students can: At level 4 students can: When progressing towards level 6 students can: At level 6 students can: Link movement skills to perform a movement sequence construct and perform imaginative and original movement sequences in response to stimuli perform imaginative and original movement sequences which link fundamental movement skills combine imaginative and original movements to create more complicated movement patterns and sequences. assess and refine strategies to persist and perform new and challenging movement skills and sequences refine and further develop a wide range of fundamental movement skills in more complex movement patterns Demonstrates a new routine based on previously learnt movements select and organise movement ideas and create and practise dance sequences explore the use of choreographic devices to organise dance sequences, and practise required body actions and technical skills make dances, practice and refine required body actions and technical skills and perform safely with control, accuracy, projection and focus. develop their technical and expressive skills in fundamental movements and body actions and use selected choreographic devices to create dance sequences structure movements in dance sequences and use elements of dance and choreographic devices to make dances that communicate ideas and intentions
demonstrate their ability to manipulate the elements of dance and use compositional devices to sequence ideas for a line dance. Respond to dance independently and as an audience communicate about dances they make, perform and view. identify features of dances they make and view respond to dance independently, collaboratively with peers and teachers, and as an audience for other dancers’ work describe movements they have created use appropriate vocabulary to provide constructive feedback about dances they have observed Significance of dancing on health and wellbeing identify some changes to their body after dancing describe how different parts of their body feel after dancing identify the benefits of dancing for physical health identify the benefits of dancing for physical, social and emotional health and wellbeing describe the features cardiovascular fitness and benefits of dancing to enhance health and wellbeing