Assessment Rubric - Crazy boot (Level 3 4) scootin’ – Relevant element of the Achievement Standards Level 2 Level 4 Level 6 Health and Physical Education By the end of Level 2, students By the end of Level 4, students By the end of Level 6, … demonstrate fundamental … understand the benefits of students … perform specialised movement skills in different being fit and physically active. movement skills and propose movement situations and test They create and perform and combine movement alternatives to solve movement movement sequences using concepts and strategies to challenges. They perform fundamental movement skills and achieve movement outcomes. movement sequences that the elements of movement. They apply the elements of incorporate the elements of movement when composing movement. and creating movement sequences. The Arts - Dance By the end of Level 2, students By the end of Level 4, By the end of Level 6, …communicate about dances students… structure movements students…structure movements they make, perform and view, into dance sequences. They in dance sequences and use and discuss where and why make dances and perform safely elements of dance and people dance. with control, accuracy, projection choreographic devices to make and focus. Students describe and dances that communicate ideas discuss similarities and and intentions. They perform differences between dances they dances for audiences, make, perform and view. demonstrating technical and expressive skills and safe dance practice. Assessment Rubric Category At level 2 students can: When progressing towards At level 4 students can: When progressing towards At level 6 students can: level 4 students can: level 6 students can: Link movement skills to perform construct and perform perform imaginative and combine imaginative and assess and refine refine and further develop a movement sequence imaginative and original original movement original movements to strategies to persist and a wide range of movement sequences in sequences which link create more complicated perform new and fundamental movement response to stimuli fundamental movement movement patterns and challenging movement skills in more complex skills sequences. skills and sequences movement patterns select and organise explore the use of Demonstrates a new routine make dances, practice and develop their technical and structure movements in movement ideas and choreographic devices to based on previously learnt refine required body expressive skills in dance sequences and use create and practise dance organise dance sequences, movements actions and technical skills fundamental movements elements of dance and sequences and practise required body and perform safely with and body actions and use choreographic devices to actions and technical skills control, accuracy, selected choreographic make dances that projection and focus. devices to create dance communicate ideas and sequences intentions
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