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Interdisciplinary Learning - Communication

Progression point 3.25		Progression point 3.5		Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Listening, viewing and responding attentiveness to and understanding of ideas and information in peers’ oral presentations; for example, project reports in Science or the Humanities relevance in the framing of questions about presentations explication of their interpretation of others’ written or oral presentations use of simple criteria and strategies to evaluate others’ presentations; for example, rubrics and Y-charts (looks like, feels like, sounds like)		Listening, viewing and responding responsiveness to ideas and information in a variety of oral, written and visual forms, and on a range of topics and ideas relevant questioning to improve their own understanding recognition that others’ interpretations may be different from their own understanding of the non-verbal strategies that presenters use to engage with audiences; for example, physical positioning, eye contact and gestures		Listening, viewing and responding identification of main ideas and supporting detail in presentations relevant questioning to improve understanding and provide feedback on oral and visual presentations interest in and exploration of interpretations that differ from their own reflection on their own and others’ presentations, noting features and strategies that make them effective for different purposes and audiences; for example, graphic symbols in public signs, and tables presenting survey data
Presenting inclusion of a small number of related ideas in written, visual and oral presentations communication of simple information through, for example, posters and short oral or written reports use of a small range of presentation features to support meaning; for example, labels in Humanities presentations, and pauses and repetition when speaking to a group awareness of audience by, for example, the use of props to hold the interest of a small group		Presenting selection and linking of some ideas and information in presentations control of a variety of presentation strategies; for example, appropriate pace of speaking, and use of different formats such as captioned photos appropriate comments and questions to give feedback on others’ presentations appropriate choices of language features in presentations; for example, correct naming of scientific instruments used in experiments		Presenting organised structure, including a beginning, middle and end in short, prepared individual or group oral, written and visual presentations use of a variety of formats; for example, pie charts and bar graphs, labelled diagrams or three-dimensional models in Health and Physical Education presentations reflection on the quality of their own and others’ presentations use of specialised language to support effective communication in different contexts; for example, terms such as ‘add’, ‘subtract’, ‘multiply’, ‘divide’ and ‘decimals’ in Mathematics

Interdisciplinary Learning - Design, Creativity and Technology

Progression point 3.25		Progression point 3.5		Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Investigating and designing teacher-directed collection of data relevant to a design brief generation of design ideas – labelled sketches and drawings, explanations or models – in response to a design brief listing of at least three basic steps for a recipe or a product/system plan, or minor modification of an existing recipe or plan; for example, options for pizza toppings		Investigating and designing contribution to a group design brief of requirements and/or limitations to that brief; for example, considering user/consumer needs contribution to group research into an aspect of a design brief using an appropriate research method such as an Internet search, a questionnaire, trialing, collection of stimulus pictures and recipes annotation of design ideas with reference to the intended function and/or appearance of the product development of steps for a recipe or a product/system plan, or modification of an existing recipe or plan		Investigating and designing teacher-assisted identification of evaluation criteria developed from a design brief individual research into aspects of a design brief, using appropriate research methods; for example, Internet search, questionnaire, trialing, and collection of stimulus pictures and recipes annotation of design ideas with reference to environmental or social constraints development of detailed steps for a recipe or a product/system plan, or detailed modification of an existing recipe or plan
Producing development of a production plan and, with teacher support, selection of appropriate tools, equipment, familiar materials, ingredients and/or system components, and processes use of familiar tools and equipment, with teacher instruction on appropriate and safe handling		Producing reference to the steps in their production plan to assist with the selection of tools and equipment, familiar materials, ingredients and/or system components, and production processes following teacher demonstration, use of a range of production and finishing/presentation techniques use of familiar and unfamiliar tools and pieces of equipment, with teacher direction on safety and hygiene		Producing reference to their production plan to assist with the selection of unfamiliar tools and equipment, materials, ingredients and/or system components, and production processes selection of and work with a variety of materials, ingredients and systems components to make a functional product using a range of production and finishing/presentation techniques competent use of a range of tools and pieces of equipment, with teacher guidance on safety and hygiene recording of dates and main production steps
Analysing and evaluating oral reflection on their design as it is developed, using teacher-prescribed evaluation criteria modifications to their design, in response to teacher feedback and with teacher support		Analysing and evaluating oral and/or written reflection on their design as it is developed, using class-developed criteria modifications to their designs/products/systems in response to teacher and peer feedback awareness of at least one impact that a familiar product and/or technological system might have on people or the environment; for example, a battery-operated torch		Analysing and evaluating oral and written reflection on their design as it is developed, using class-developed and their own evaluation criteria and justifying design choices modification to their designs/products/systems in response to feedback from teacher and peers, and their own documented reflection awareness of at least two impacts that a familiar product or technological system might have on people and/or the environment

Interdisciplinary Learning - Thinking Processes

Progression point 3.25		Progression point 3.5		Progression point 3.75
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:		At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
Reasoning, processing and inquiry with teacher guidance, development of simple questions for a whole-class or group investigation or response collection of information for an investigation, report or response, and consideration of its worth or relevance awareness of the differences between fact and opinion organisation of collected information around ideas and concepts for practical application; for example, using a simple graphic organiser to sort information use of organised information for problem solving and decision making in an investigation with teacher guidance, development of an argument on a given topic		Reasoning, processing and inquiry with peers, development and evaluation of key questions for an investigation or response identification of useful and irrelevant or useless information or key words when collecting information for an investigation, report or response identification, with teacher support, of facts and opinions related to an investigation on a given topic development of conceptual knowledge through the organisation of information collected for an investigation, and its use in assisting problem solving and decision making provision of supporting evidence in the development of arguments on a given topic		Reasoning, processing and inquiry with teacher support, formulation of appropriate key questions for their investigations or responses evaluation of the usefulness of information collected for investigations, reports or responses with teacher support, discrimination between fact and opinion and their sources in investigations, reports and responses with teacher support, consideration of various factors in the development of arguments on a given topic
Creativity identification of possible ideas (new as well as those already tried) and solutions in familiar contexts including, with teacher support, development of selection criteria such as safety and relevance		Creativity generation of multiple possibilities/responses using creative thinking in a variety of contexts		Creativity use of creative thinking strategies such as questioning, brainstorming and mind mapping to solve problems in a variety of contexts identification and explanation of how their self-generated ideas could be applied
Reflection, evaluation and metacognition with teacher guidance, reflection on the effectiveness of a range of thinking processes and tools in particular contexts awareness of how their ideas and understandings have changed, and use of examples in simple explanations		Reflection, evaluation and metacognition with teacher prompting and support, evaluation of the effectiveness of their thinking processes and tools use of appropriate terminology when articulating their thinking processes systematic recording of changes in their thinking and understandings		Reflection, evaluation and metacognition independent reflection on, and evaluation of, the effectiveness of their thinking processes and tools use of appropriate terminology and provision of suitable examples when articulating their thinking processes identification and documentation of how and why their ideas, understandings and beliefs have changed over time