Develop Reflective Practice
Reflect on and assess effectiveness as learners, friends and community members.
Progression Points - Students Can:
reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skills sets (yr 10)
reflect on feedback from a single source to analyse personal characteristics and skill sets
predict the outcomes of challenges by drawing on previous experiences (yr 8)
reflect on and respond to feedback from a single source
monitor individual progress
Subject Mapping
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English |
Create literary texts with a sustained ‘voice’, selecting and adapting appropriate text structures, literary devices, language, auditory and visual structures and features for a specific purpose and intended audience. |
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Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts. |
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Reflect on, extend, endorse or refute others’ interpretations of and responses to literature. |
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Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts. |
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Compare and evaluate a range of representations of individuals and groups in different historical, social and cultural contexts. |
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Reflect on, discuss and explore notions of literary value and how and why such notions vary according to context. |
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Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues. |
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Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts. |
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Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects. |
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Understand how language use can have inclusive and exclusive social effects, and can empower or disempower people. |
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Mathematics |
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Science |
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations. |
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History |
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Geography |
Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal. |
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Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal. |
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The perceptions people have of place, and how this influences their connections to different places. |
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Economics & Business |
Reflect on the intended and unintended consequences of economic and business decisions. |
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Civics & Citizenship |
Reflect on their role as a citizen in Australian, regional and global contexts. |
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Reflect on their role as a citizen in Australian, regional and global contexts. |
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Dance |
Practise and refine technical skills to develop proficiency in genre- and style-specific techniques. |
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Drama |
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Media Arts |
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Music |
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Visual Arts |
Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists. |
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Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making. |
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Digital Technologies |
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Design & Technologies |
Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability |
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Health and Physical Ed |
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities. |
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Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses |
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Work Studies |
Outline how past learning experiences influence attitudes towards, and outcomes of, learning. |
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Assess the value of self-directed and lifelong learning in responding to changes and challenges in circumstances. |
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Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing. |
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Recognise the importance of self-awareness in career and life design. |
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Explain the relationship between lifelong learning and work in the 21st century and its importance for future work opportunities. |