The table below is an example of how this unit might be used to assess some
Level 3 standards.
| Strand |
Domain |
Dimension |
Key elements of standards |
|
Physical, Personal and
Social Learning
|
Interpersonal Development
|
Building social relationships
|
… sharing ideas and materials, offering assistance,
giving appropriate feedback and acknowledging individual difference.
|
|
Physical, Personal and
Social Learning
|
Interpersonal Development
|
Working in teams
|
… cooperate with others in teams for agreed purposes,
taking roles and following guidelines established within the task.
… evaluate their own contribution and team’s progress towards
the achievement of agreed goals. |
|
Discipline-based Learning
|
English |
Reading |
… use several strategies to locate, select and
record key information from texts.
|
|
Discipline-based Learning
|
English |
Writing
|
… write narratives which include characters, setting
and plot.
… combine verbal and visual elements in the texts they produce. |
|
Discipline-based Learning
|
English |
Speaking and listening
|
… project their voice adequately for an audience,
use appropriate spoken language features, and modify spoken texts to
clarify meaning and information.
|
|
Discipline-based Learning
|
The Arts |
Creating and making |
… create and present works in a range of arts forms
that communicate experiences, ideas, concepts, observations and feelings.
|
|
Discipline-based Learning
|
The Arts |
Exploring and responding
|
… describe key features of arts works from their
own and other cultures…
|
|
Interdisciplinary Learning
|
Design, Creativity and Technology |
Investigating and designing |
… generate ideas based on a design brief, demonstrating
that designs may need to meet a range of different requirements.
|
|
Interdisciplinary Learning
|
Design, Creativity and Technology |
Producing
|
… use their list of steps …
… use a variety of simple techniques/processes and a range of materials/ingredients
to make products … |
|
Interdisciplinary Learning
|
Design, Creativity and Technology |
Analysing and evaluating
|
… describe what they consider to be the strengths
and drawbacks of their design, product or simple system.
… consider how well a product or simple system functions and/or
how well it meets the intended purpose.
|
|
Interdisciplinary Learning
|
Information and Communications Technology |
ICT for communicating |
… use a recommended search engine and limited key
words to locate information from websites.
|
|
Interdisciplinary Learning
|
Thinking Processes |
Reasoning, processing and inquiry |
… collect information from a range of sources to
answer their own and others’ questions.
|
|
Interdisciplinary Learning
|
Thinking Processes |
Creativity
|
… apply creative ideas in practical ways and test
the possibilities of ideas they generate.
… use open-ended questioning and integrate available information
to explore ideas. |
