zilongwang/ReadingBank huggingface dataset:
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum Version 8 English for Foundation–10, www.australiancurriculum.edu.au/f-10-curriculum/english Year 7 English standard elaborations A B C D E The folio of a student’s work has the following characteristics: Receptive mode Understanding understanding and considered explanation of how text structures can influence the complexity of a text and are dependent on audience, purpose and context understanding and explanation of how text structures can influence the complexity of a text and are dependent on audience, purpose and context understanding of how text structures can influence the complexity of a text and are dependent on audience, purpose and context partial understanding of how text structures can influence texts, audiences, purpose and contexts fragmented understanding of how text structures can influence audiences, purpose and contexts understanding and considered explanation of how the choice of language features, images and vocabulary affects meaning understanding and explanation of how the choice of language features, images and vocabulary affects meaning understanding of how the choice of language features, images and vocabulary affects meaning description of language features, images and vocabulary that affect meaning identification of language features, images and vocabulary that affect meaning Skills discerning analysis of supporting evidence and implied meaning to explain issues and ideas from a variety of sources effective analysis of supporting evidence and implied meaning to explain issues and ideas from a variety of sources analysis of supporting evidence and implied meaning to explain issues and ideas from a variety of sources use of supporting evidence and implied meaning to describe issues and ideas from a variety of sources identification of supporting evidence and implied meaning to identify issues and ideas from a variety of sources discerning selection of specific details from texts to show recognition that texts reflect different viewpoints effective selection of specific details from texts to show recognition that texts reflect different viewpoints selection of specific details from texts to show recognition that texts reflect different viewpoints selection of general details from texts to show recognition that texts reflect different viewpoints selection of some details from texts listening for and discerning explanation of different perspectives in texts listening for and effective explanation of different perspectives in texts listening for and explanation of different perspectives in texts listening for and description of different perspectives in texts listening for and identification of different perspectives in texts
purposeful use of terms such as verb, adjective and gender for talking about language and learning informed use of terms such as verb, adjective and gender for talking about language and learning use of terms such as verb, adjective and gender for talking about language and learning basic use of terms such as verb, adjective and gender for talking about language and learning fragmented use of terms such as verb, adjective and gender for talking about language and learning considered identification of: ways in which languages are connected with cultures how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language informed identification of: ways in which languages are connected with cultures how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language identification of: ways in which languages are connected with cultures how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language partial identification of: ways in which languages are connected with cultures how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language identification of elements of: ways in which languages are connected with cultures how the French language, like their own, reflects ways of behaving and thinking as well as ways of using language Key shading emphasises the qualities that discriminate between the A–E descriptors; (), (ASx) is a cross-reference to an example in the
2 ACH Debit Note: With the exception of cash flow applications accepting ACH Credit, Treasury requires Forms cash flow applications to accept ACH Debit due to the low cost of payment processing. Yes 3 ACH Credit If selected, NO other payment type will be accepted for your Forms cash flow application. You must complete the ACH Credit collections section (4.2). Note: You will receive a credit gateway account number. Please keep this number for your records. 4 Plastic Card (Yes/No) Note: Includes both credit and debit cards. In cases of Debt collection, ONLY debit cards will be accepted. 5 Digital Wallet Current providers: PayPal/Amazon Pay Note: In cases of Debt collection, PayPal is the only available Digital Wallet provider. When using PayPal, only associated bank accounts or PayPal accounts already containing money will be used to fund the payment. Yes Form Details 6 Form Name (Max. 80 alphanumeric characters) 7 Form Description – optional (To appear on “Before You Begin” page. Max. 255 alphanumeric characters. Example: “Use this form to pay your Excise Tax.”) 8 Form Instructions (Optional, formatted text to appear on “Before You Begin” page; max. 4,000 characters. You may also provide this with your form sample.) 9 Payment Confirmation Instructions Language to appear above the transaction details on the customer’s payment confirmation email. Note: Contact information in the default message is automatically populated from information you provide in section 6.1.7. If you replace the default language shown, be sure to include contact information. Default: “Your payment has been submitted to Pay.gov and the details are below. If you have any questions regarding this payment, please contact CONTACT NAME at PHONE NUMBER or EMAIL ADDRESS.” 10 OMB Form Number (If applicable; max. 20 alphanumeric characters) 11 Agency Form Control Number (Short name for the form to appear in search results; max. 20 alphanumeric characters; e.g. VA Copay)
making of considered connections between texts and contexts purposeful comparison of expression and representation in similar texts from different cultural contexts making of informed connections between texts and contexts effective comparison of expression and representation in similar texts from different cultural contexts making of connections between texts and contexts (AS8) comparison of expression and representation in similar texts from different cultural contexts () making of partial connections between texts and contexts comparison of aspects of expression and representation in similar texts from different cultural contexts making of fragmented connections between texts and contexts comparison of elements of expression and representation in similar texts from different cultural contexts considered identification of the relationship between language and culture, with understanding that personal and community identity are expressed through cultural expression and language use informed identification of the relationship between language and culture, with understanding that personal and community identity are expressed through cultural expression and language use identification of the relationship between language and culture, with understanding that personal and community identity are expressed through cultural expression and language use basic identification of the relationship between language and culture, with understanding that personal and community identity are expressed through cultural expression and language use identification elements of the relationship between language and culture, with understanding that personal and community identity are expressed through cultural expression and language use reflection on their own ways of communicating, and purposeful discussion of how these might be interpreted by others reflection on their own ways of communicating, and effective discussion of how these might be interpreted by others reflection on their own ways of communicating, and discussion of how these might be interpreted by others reflection on their own ways of communicating, and discussion of aspects of how these might be interpreted by others reflection on their own ways of communicating, and discussion of elements of how these might be interpreted by others Key shading emphasises the qualities that discriminate between the A–E descriptors; (), (ASx) is a cross-reference to an example in the
Understanding and skills dimensions Communicating sharing of observations in a range of texts using simple geographical terminology to clearly describe direction and location sharing of observations in a range of texts using simple geographical terminology to describe direction and location sharing of observations in a range of texts using everyday language to describe direction and location guided sharing of observations in a range of texts using everyday language to identify direction and location directed sharing of observations in a range of texts using everyday language to identify direction and location accurate and effective representation of familiar features and their location on pictorial maps and models. effective representation of familiar features and their location on pictorial maps and models. representation of familiar features and their location on pictorial maps and models. guided representation of familiar features and their location on pictorial maps and models. directed representation of familiar features and their location on pictorial maps and models. Key Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the descriptors. Key terms are described overleaf. Prep Year standards AP The child applies the curriculum content and demonstrates a thorough understanding of the required knowledge. The child demonstrates a high level of skill that can be transferred to new situations. EX The child is exploring the curriculum content and demonstrates understanding of aspects of the required knowledge. The child uses a varying level of skills in situations familiar to them. MC The child makes connections using the curriculum content and demonstrates a clear understanding of the required knowledge. The child applies a high level of skill in situations familiar to them, and is beginning to transfer skills to new situations. BA The child is becoming aware of the curriculum content and demonstrates a basic understanding of aspects of required knowledge. The child is beginning to use skills in situations familiar to them. WW The child can work with the curriculum content and demonstrates understanding of the required knowledge. The child applies skills in situations familiar to them.
Aboriginal and Torres Strait Islander histories and cultures Explore spatial patterns in wellbeing of Aboriginal or Torres Strait Islander communities across Australia over time Asia and Australia’s engagement with Asia Investigate the reasons for spatial variations in wellbeing between Australia and another country in the Asian region. Sustainability Examine the sustainability of a government initiative to improve future wellbeing. Geographical understandings The unit provides opportunities for students to develop geographical understandings that are particularly focused on the following concepts. ☒ Place ☒ Space ☒ Environment ☒ Scale ☒ Interconnection ☒ Sustainability ☒ Change Explanations of the geographical concepts with examples are provided in the QSA year level plans at: > Curriculum > Planning templates and exemplars > Year level plans and in the Appendix.
Develop assessment Assessment For advice and guidelines on assessment, making judgments and using feedback, see: > choose the Year level > select the Assessment tab. The following assessment will provide a range and balance of evidence of learning across different assessment techniques and instruments. This evidence will be collected in a folio to make an overall on-balance judgment about achievement and progress at appropriate points, and to inform the reporting process. Unit 1 Unit 2 Assessment Assessment Collection of work The purpose of this assessment is to make judgments about children’s responses to a series of focused tasks within one cohesive investigative context. Teachers and children collaborate on tasks, which are conducted in class and in children’s own time. This differs from a folio of assessment responses used to make a judgment at the end of a term and assessment. The focus of the collection of work is identifying the features that define places and recognise that places can be described at different scales and that the world can be divided into major geographical divisions. Children also represent location and features of places and interpret their geographical information to draw conclusions. A collection of work may include: labelled outline maps of local places labelled diagrams or tables short written explanations journal entries annotated visual records records of evidence gathered on a field trip oral, electronic or multimodal presentations. Valued features Guided research The purpose of this assessment is to make judgments about children’s ability to observe, collect, record and represent geographical data and findings to demonstrate understanding of how people in different places are connected to each other, why places are important to them and how factors such as location and distance influence the connections. Research in a P–2 context is guided. Guided research involves children and teachers collaborating to gather and record information. They follow an inquiry approach that aligns to the Geographical Inquiry and Skills strand for the Year 2 level. Research presentation formats may include: responses to inquiry questions informal and guided discussions responses based on fieldwork, e.g. a local community site study picture diaries multimodal presentations fieldwork observations using photographs and drawings categorising drawings or photos story books using photographs. Valued features Geographical knowledge and understanding Interpreting and analysing Communicating Geographical knowledge and understanding Questioning and researching Interpreting and analysing Communicating Make judgments and use feedback Consistency of teacher judgments Identify opportunities to moderate samples of children’s work at a school or cluster level to reach consensus and consistency.
Questioning and researching development of geographical questions for investigation and collection, recording and considered use of information from a range of sources to effectively answer these questions development of geographical questions for investigation and collection, recording and informed use of information from a range of sources to effectively answer these questions development of geographical questions for investigation and collection, recording and use of information from a range of sources to answer these questions development of geographical questions for investigation and collection, recording and use of information from sources to answer aspects of these questions use of geographical questions and recording of information from sources Understanding and skills dimensions Interpreting and analysing interpretation of geographical data to identify and explain spatial distributions, simple patterns and trends, infer relationships and draw reasoned conclusions interpretation of geographical data to identify and compare spatial distributions, simple patterns and trends, infer relationships and draw informed conclusions interpretation of geographical data to identify spatial distributions, simple patterns and trends, infer relationships and draw conclusions interpretation of geographical data to identify aspects of spatial distributions, simple patterns and trends, infer relationships and draw partial conclusions use of data to make statements reasoned proposal of an action in response to a geographical challenge and identification and explanation of the expected effects of the proposed action informed proposal of an action in response to a geographical challenge and identification and description of the expected effects of the proposed action proposal of action in response to a geographical challenge and identification of the expected effects of the proposed action identification of an action in response to a geographical challenge and identification of aspects of the expected effects of the proposed action statements about actions in response to a geographical challenge and expected effects purposeful presentation of findings in a range of communication forms using relevant geographical terminology. effective presentation of findings in a range of communication forms using relevant geographical terminology. presentation of findings in a range of communication forms using geographical terminology. partial presentation of findings in a range of communication forms using everyday language. fragmented presentation of findings in a range of communication forms using everyday language. Key Shading emphasises the key aspects of the achievement standard and qualities that discriminate between the A–E descriptors. Key terms are described overleaf.
Compare the flood records on the Bureau of Meteorology website with graphs of population growth. As a class, look for patterns and relationships of areas of population growth with flooded areas. Ask the students: Was there a large population growth at a time of drought? Examine aerial photographs of the extent of worst-ever flooding (see the Queensland Reconstruction Authority website) and compare them with normal and historical aerial photos of same area. Ask: What patterns are revealed from the aerial photographs? Draw appropriate conclusions from the patterns of data examined, e.g. population growth and climate data using a case study on a local or regional scale. Communicating Ask the students to: prepare a multimodal spoken presentation about the effects of flooding on settlements and environments present their findings about how the principles of prevent, mitigation and preparedness can reduce the effects of flooding in the future propose actions to respond to flooding and identify the expected effects of their proposals. Flood photographs and maps, Australian Government, Geoscience Australia, Bureau of Meteorology webpages “Queensland flood history”, Excellent links to reports on the cities and towns affected by the floods. The summary documents have a variety of data tables and graphs which can be used. “Detailed reports on notable Queensland floods”, Map of Queensland showing flood affected areas during the “summer of disasters”. Booklet: What to do before, during and after a flood, Use feedback
Business. There are opportunities to connect learning experiences in Geography to other learning areas. In the Australian Curriculum: History Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war Identify and locate a range of relevant sources Compare information from a range of sources Use a range of communication forms (oral, graphic, written) and digital technologies In the Australian Curriculum: Mathematics Interpret and compare a range of displays, including side-by-side column graphs for two categorical variables In the Australian Curriculum: Science Construct and use a range of representations, including and , to represent and describe observations, or in using as appropriate In the Australian Curriculum: English Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive Use a range of software, including word processing programs, learning new functions as required to Assessment Make judgments Describe the assessment Teachers gather evidence to make judgments about the following characteristics of student work: Understanding The characteristics of diverse places in different locations at different places at different scale from local to global the locations of selected countries in absolute and relative terms the comparison of spatial distributions and patterns among geographical phenomena Skills Interpret data and other information to identify and compare spatial distributions, patterns and trends infer relationships and draw conclusions present findings and ideas using geographical terminology and graphic representations Valued features of the Standard Elaborations targeted in this assessment: Geographical knowledge and understanding Students are given opportunities to demonstrate their knowledge, skills and understanding across a range of assessments. This assessment is collected in student folios and allows for ongoing feedback to students on their learning. Year 6 teachers make decisions about the length of time required to complete the tasks and the conditions under which assessment is to be conducted. The teaching and learning experiences throughout the term provide opportunities for students to develop the understanding and skills required to complete these assessments. As students engage with these learning experiences, the teacher can provide feedback on specific skills. Collection of work: Written/Multimodal The purpose of this assessment is to make judgments about students’ responses to a series of focused tasks within a specified context and based on the process of geographical inquiry and skills. The focus of the collection of work is geographical data and information that identifies spatial distributions, patterns and trends of economic, demographic and social characteristics between countries across the world in relation to Australia, including the Asian region. Students:
Identify curriculum Content descriptions to be taught General capabilities and crosscurriculum priorities Geographical Knowledge and Understanding Geographical Inquiry and Skills The causes and consequences of , drawing on a study from Indonesia, or another country of the Asia The differences in and urban settlement patterns between Australia and the United States of America, and their causes and consequences The reasons for and effects of in Australia The reasons for and effects of in China The reasons for and effects of international migration in Australia The management and planning of Australia’s urban future Collecting, recording, evaluating and representing Evaluate sources for their reliability and usefulness and represent in a range of appropriate forms, for example, graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and Represent the of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using as appropriate Interpreting, analysing and concluding Analyse geographical and other information using qualitative and , and digital and as appropriate, to identify and propose explanations for spatial distributions, patterns and and infer relationships Apply geographical concepts to draw conclusions based on the analysis of the and information collected Communicating Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose, using geographical terminology and digital technologies as appropriate The application of the general capabilities and cross-curriculum priorities in this include may include: Literacy Use geographical terminology to explain the causes and consequences of urbanisation Numeracy Interpret population pyramids to identify demographic trends ICT capability Use spatial technologies to explore the population distributions of urban centres in Australia Critical and creative thinking Evaluate data and information gathered from sources for reliability and bias Personal and social capability Collaborate to develop a management plan for Australia’s urban centres. Ethical understanding Reflect on personal values and attitudes towards international migration Intercultural understanding Investigate why international migrants settle in Australia
Prep Year HASS standard elaborations Applying (AP) Making connections (MC) Working with (WW) Exploring (EX) Becoming aware (BA) The folio of a student’s work has the following characteristics: Knowledge and understanding and detailed description of important events in their own lives and description of important events in their own lives identification of important events in their own lives guided identification of important events in their own lives directed identification of important events in their own lives recognition and detailed description of why some places are special to people recognition and description of why some places are special to people recognition of why some places are special to people guided recognition of why some places are special to people directed recognition of why some places are special to people clear and detailed description of the features of familiar places detailed description of the features of familiar places description of the features of familiar places partial description of the features of familiar places partial description of the features of familiar places recognition that and detailed description of how places can be represented on maps and models recognition that and description of how places can be represented on maps and models recognition that places can be represented on maps and models guided recognition that places can be represented on maps and models directed recognition that places can be represented on maps and models identification and detailed description of how they, their families and friends: know about their past commemorate events that are important to them identification and description of how they, their families and friends: know about their past commemorate events that are important to them identification of how they, their families and friends: know about their past commemorate events that are important to them identification of aspects of how they, their families and friends: know about their past commemorate events that are important to them directed identification of how they, their families and friends: know about their past commemorate events that are important to them
conflicts (Korea, Vietnam, The Gulf Wars, Afghanistan), including the rising influence of Asian nations since the end of the Cold War Rights and freedoms The origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration Background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms before 1965, including the 1938 Day of Mourning and the Stolen Generations The US civil rights movement and its influence on Australia The significance of the following for the civil rights of Aboriginal and Torres Strait Islander peoples: 1962 right to vote federally; 1967 Referendum; Reconciliation; Mabo decision; Bringing Them Home Report (the Stolen Generations), the Apology Methods used by civil rights activists to achieve change for Aboriginal and Torres Strait Islander peoples, and the role of ONE individual or group in the struggle The continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world, such as the Declaration on the Rights of Indigenous Peoples (2007) Identify and select different kinds of questions about the past to inform historical inquiry Evaluate and enhance these questions Identify and locate relevant sources, using ICT and other methods Analysis and use of sources Identify the origin, purpose and context of primary and secondary sources Evaluate the reliability and usefulness of primary and secondary sources Perspectives and interpretations Identify and analyse the perspectives of people from the past Identify and analyse different historical interpretations (including their own) Explanation and communication Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced Select and use a range of communication forms (oral, graphic, written) and digital technologies ICT capability Use a range of digital technologies (such as online search tools and databases) to assist with investigating concepts Critical and creative thinking Modify a key question in an inquiry depending on the suitability of the sources available Ethical behaviour Investigate methods used by civil rights activists Intercultural understanding Explore the continuing nature of efforts to secure civil rights and freedoms in Australia and throughout the world Aboriginal and Torres Strait Islander histories and cultures Explore the background to the struggle of Aboriginal and Torres Strait Islander peoples for rights and freedoms Historical Understanding This depth study provides opportunities for students to develop historical understandings particularly focused on the key concepts of: ☒ Evidence Information obtained from historical ☒ Continuity and change Continuities are ☒ Cause and effect The relationship ☒ Perspectives A point of view or position from which ☒ Empathy An understanding of the past from the ☒ Significance The importance that is assigned to ☒ Contestability Debate about particular
Context: Focused teaching and learning and investigations Each focused teaching and learning experience should be covered in the two session format shown below giving children opportunities to build, revisit and contextualise understandings. The learning experiences use literature as a source to explicitly develop children’s understanding of the past, present and future and extend the use of the historical skills. Session 1 Complete a shared focus reading of a story book as a discussion stimulus. Personalise or contextualise the story for the children. Provide an explicit explanation of a focus historical skill in relation to the story. Discuss the focus skill in relation to the child and or the story. Session 2 Reread the story from session 1 or another on the same topic. Revisit and use the focus skill Make an at home or in class journal entry or an activity in relation to the skill and in the context of family life changing over time. Children use a My past, present and future history journal. Journal entries could be written/scribed, drawn, digital, annotated or labelled diagrams, spoken/signed explanations, and multimodal and can be developed collaboratively with peers, adults and family members. Baker, J. 2004, Belonging, Walker Books Ltd, London. Base, G. 2001, The Water Hole, Harry N. Abrams, USA. Hughes, S. 1991, Moving Molly, Red Fox Picture Books, England. paper, pencils and pads resources that cater for diversity, e.g. a range of texts a range of games and puzzles to support past, present and future props for use with block, socio dramatic play and focused teaching sessions software resources related to family past, present and future
Content descriptions to be taught General capabilities and crosscurriculum priorities Historical Knowledge and Understanding Historical Skills Community and Remembrance The importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples who belong to a local area. (This is intended to be a local area study with a focus on one Language group; however, if information or sources are not readily available, another representative area may be studied) ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life Chronology, terms and concepts Sequence historical people and events Use historical terms Historical questions and research Pose a range of questions about the past Identify sources Analysis and use of sources Locate relevant information from sources provided Perspectives and interpretations Identify different points of view Explanation and communication Develop texts, particularly narratives Use a range of communication forms (oral, graphic, written) and digital technologies Literacy Use appropriate historical language specific to the unit Numeracy Understand and interpret associated maps, tables and graphs that add meaning to written text ICT capability Use a range of digital technologies to assist with investigating concepts Critical and creative thinking Use thinking skills to complete group activities and undertake inquiry Personal and social capability Work together to participate in learning experiences and historical inquiry Intercultural understanding Identify cultural groups within the local community and their influence over time Aboriginal and Torres Strait Islander histories and cultures Explore the importance of Country and Place to Aboriginal and/or Torres Strait Islander peoples
Explanation and communication Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced Select and use a range of communication forms (oral, graphic, written) and digital technologies Intercultural understanding Explore the experiences and treatment of groups of people before and during the war Identify the nature of relations between Australia and other countries before, during and after the war Aboriginal and Torres Strait Islander histories and cultures Explore the experiences of Aboriginal and Torres Strait Islander people during the war Historical Understanding This depth study provides opportunities for students to develop historical understandings particularly focused on the key concepts of: ☒ Evidence Information obtained from historical sources used to construct an explanation or narrative, to support a hypothesis, or prove or disprove a conclusion. ☐ Continuity and change Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations. ☒ Cause and effect The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time. ☒ Perspectives A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values. ☒ Empathy An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions. ☒ Significance The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered. ☒ Contestability Debate about particular interpretations of the past as a result of the nature of available evidence and/or different perspectives. Achievement standard By the end of Year 9, students refer to key events and the actions of individuals and groups to explain patterns of change and continuity over time. They analyse
Prep Year H&PE standard elaborations Applying (AP) Making connections (MC) Working with (WW) Exploring (EX) Becoming aware (BA) The folio of a child’s work has the following characteristics: Knowledge and understanding identification and clear description of: how they are growing and changing actions that help them be healthy, safe and physically active identification and description of: how they are growing and changing actions that help them be healthy, safe and physically active identification of: how they are growing and changing actions that help them be healthy, safe and physically active guided identification of: how they are growing and changing actions that help them be healthy, safe and physically active directed identification of: how they are growing and changing actions that help them be healthy, safe and physically active identification and clear and informed description of the different emotions people experience identification and informed description of the different emotions people experience identification and description of the different emotions people experience guided identification and description of the different emotions people experience directed statements about the different emotions people experience identification and clear description of different settings where they can be active identification and description of different settings where they can be active identification of different settings where they can be active guided identification of different settings where they can be active directed identification of different settings where they can be active clear and informed description of how their body responds to movement informed description of how their body responds to movement description of how their body responds to movement guided description of how their body responds to movement directed statements about how their body responds to movement Performance and practical application purposeful demonstration of how to move and play safely effective demonstration of how to move and play safely demonstration of how to move and play safely guided demonstration of how to move and play safely directed demonstration of how to move and play safely purposeful use of personal and social skills when working with others in a range of activities effective use of personal and social skills when working with others in a range of activities use of personal and social skills when working with others in a range of activities guided use of personal and social skills when working with others in a range of activities directed use of personal and social skills when working with others in a range of activities
Years 1 and 2 H&PE standard elaborations Applying (AP) Making connections (MC) Working with (WW) Exploring (EX) Becoming aware (BA) The folio of a child’s work has the following characteristics: Knowledge and understanding clear and informed description of changes that occur as they grow older informed description of changes that occur as they grow older description of changes that occur as they grow older guided description of changes that occur as they grow older directed statements about changes that occur as they grow older identification and clear description of how strengths and achievements contribute to identities identification and description of how strengths and achievements contribute to identities identification of how strengths and achievements contribute to identities guided identification of how strengths and achievements contribute to identities directed identification of strengths and achievements identification and clear description of how emotional responses impact on others’ feelings identification and description of how emotional responses impact on others’ feelings identification of how emotional responses impact on others’ feelings guided identification of how emotional responses impact on others’ feelings directed identification about how emotional responses impact on others’ feelings identification and clear description of areas where they can be active and explanation of how the body reacts to different physical activities identification and description of areas where they can be active and how the body reacts to different physical activities identification of areas where they can be active and how the body reacts to different physical activities guided identification of areas where they can be active and how the body reacts to different physical activities directed identification of areas where they can be active and how the body reacts to different physical activities Investigating clear and informed examination of messages related to health decisions informed examination of messages related to health decisions examination of messages related to health decisions guided examination of messages related to health decisions directed statements about given messages related to health decisions clear and informed description of how to keep themselves and others healthy, safe and physically active informed description of how to keep themselves and others healthy, safe and physically active description of how to keep themselves and others healthy, safe and physically active guided description of how to keep themselves and others healthy, safe and physically active directed statements about how to keep themselves and others healthy, safe and physically active
Notes Australian Curriculum common dimensions The SEs describe the qualities of achievement in the two dimensions common to all Australian Curriculum learning area achievement standard — understanding and skills. Dimension Description understanding the concepts underpinning and connecting knowledge in a learning area, related to a student’s ability to appropriately select and apply knowledge to solve problems in that learning area skills the specific techniques, strategies and processes in a learning area Terms used in Years 5 and 6 H&PE standard elaborations The following terms are used in the Years 5 and 6 H&PE SEs. They help to clarify the descriptors, and should be read in conjunction with ACARA’s Health and Physical Education glossary: . Term Description application; apply use or employ in a particular situation aspects particular parts or features clear easy to perceive, understand, or interpret considered thought about deliberately with a purpose demonstration; demonstrate* to give a practical exhibition or explanation description; describe* to give an account of characteristics or features discuss* to talk or write about a topic, taking into account different issues or ideas effective meeting the assigned purpose in a considered and/or efficient manner to produce a desired or intended result; in H&PE, effective means meeting the intended outcome and giving reasons for decisions determined by the task, considering the audience, purpose and context; this is demonstrated by giving for the application of processes, methods and strategies when using: decision-making and problem-solving skills and investigation to promote health and wellbeing solve movement challenges or movement situations fundamental movement skills, considering qualities such as fluency, accuracy and control elements of movement* the variables that are combined in composing and performing movement; the elements of movement are effort, time, space and relationships examine* to determine the nature or condition of something explanation; explain* provide additional information that demonstrates understanding of reasoning and/or application
Understanding purposeful use of metalanguage to describe and compare language features and rules of sentence construction effective use of metalanguage to describe and compare language features and rules of sentence construction use of metalanguage to describe and compare language features and rules of sentence construction use of aspects of metalanguage to describe and compare language features and rules of sentence construction fragmented use of metalanguage to describe and compare language features and rules of sentence construction fluent choice of です/ます or plain form based on age, relationship, familiarity and context effective choice of です/ます or plain form based on age, relationship, familiarity and context choice of です/ます or plain form based on age, relationship, familiarity and context partial choice of です/ます or plain form based on age, relationship, familiarity and context fragmented choice of です/ます or plain form based on age, relationship, familiarity and context considered identification of hybrid terms that combine Japanese and English effective identification of hybrid terms that combine Japanese and English identification of hybrid terms that combine Japanese and English (AS10) partial identification of hybrid terms that combine Japanese and English fragmented identification of hybrid terms that combine Japanese and English considered explanation of how key Japanese cultural values are reflected in language and behaviours informed explanation of how key Japanese cultural values are reflected in language and behaviours explanation of how key Japanese cultural values are reflected in language and behaviours (AS11) partial explanation of how key Japanese cultural values are reflected in language and behaviours fragmented explanation of how key Japanese cultural values are reflected in language and behaviours Key shading emphasises the qualities that discriminate between the AP–BA descriptors; () indicates that examples are provided in the
used, and checks of reasonableness of answers modelling and representation of situations Skills appropriate recall and use of mathematical facts, concepts, calculations and procedures communication of calculations, answers and explanations, using basic mathematical language, conventions and symbols Year 2 Understanding description of choices made, strategies used, and checks of reasonableness of answers modelling and representation of situations Prep to Year 2 Length investigation — Prep to Year 2 During events involving lengths, children measure and compare jumps (long jump), throws (shot-put) or distances travelled (sprints). Prep Use direct and indirect comparisons to decide which jump, throw or distance is longer. Year 1 Measure and compare pairs of jumps, throws or distances using uniform informal units. Select the uniform informal unit in which they measure, e.g. hand span, pencil case, book, shoe, piece of string. Year 2 Measure, compare and order several jumps, throws or distances using uniform informal units. Select the uniform informal unit in which they measure, e.g. hand span, pencil case, book, shoe, piece of string. Ongoing — driven by the developmental sequence of the unit. Capacity investigation — Prep to Year 2 The teacher supplies a range of objects to compare capacities. These could include cups, mugs, bottles, buckets, measuring cups and spoons. Children use the materials to investigate capacity. Prep Use direct and indirect comparisons to decide if one object holds more than another object. Explain their reasoning in everyday language. Year 1 Measure and compare the capacity of pairs of objects using uniform informal units. Select the uniform informal unit in which they measure, e.g. water, sand, rice. Year 2 Measure, compare and order the capacity of several objects using uniform informal units. Skills use of problem-solving strategies appropriate use of mathematical facts, concepts calculations and procedures communication of calculations, answers and explanations, using basic mathematical language, conventions and symbols