Handwriting behaviours are not described in the year level achievement standard or the writing assessment pointers. Instead, the Authority has developed the Handwriting Continuum to support Western Australian teachers in the teaching and monitoring of student handwriting for Pre-primary through to Year 10. The Handwriting Continuum can be found under the Teaching menu in the K-10 section of this website. Teachers will need to log in to the Extranet to access this resource.
Reading and Viewing
At Standard, students understand how the selection of text structures is influenced by the selection of genre and how this varies for different purposes and audiences. Students explain or show how language features, images and vocabulary are used to represent different ideas and issues in texts. Students interpret texts, questioning the reliability of sources of ideas and information. They select evidence from the text to show how events, situations and people can be represented from different viewpoints.
Writing and Creating
Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.
Speaking and Listening
Students listen for and identify different emphases in texts, using that understanding to elaborate on discussions. They understand how the selection of language features can be used for particular purposes and effects. Students explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, they show how ideas can be expressed in new ways. Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect.
Health Education
At Standard, students identify skills and strategies to manage change, and promote all aspects of their own and others’ health, including making informed decisions, using assertive responses, and making contingency plans to avoid and prevent risks to health.
Students identify the impact of negative behaviours on relationships and describe a range of factors and their impact on a person’s emotional response and behaviour.
Physical Education
At Standard, students perform a variety of individual movement skills and sequences demonstrating improved control, accuracy and efficiency in their performance. In competitive contexts, they implement a variety of tactics to achieve an intended outcome.
Students provide simple descriptions of how to measure heart rate and breathing rate in response to changes in physical activity. They use simple terms to describe linear, angular and general motion when reflecting on ways to improve performance outcomes. When faced with movement challenges, they select and implement simple tactical responses to achieve an intended outcome.
At Standard, students construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information.
Students explain the types of laws and how laws are made within the Westminster system and describe the rights and responsibilities of participants in the process. They apply aspects of democracy to case studies and explain the freedoms that underpin Australia’s democratic values.
Students explain how markets allocate resources in Australia and describe the interdependence of consumers, businesses and the government as a result of their involvement in the market. They identify how consumers and businesses influence and respond to each other in the market.
Students describe the geographical processes that produce landforms, and explain how places are perceived and valued differently. They consider the environmental and human characteristics of places to compare strategies for responding to a geographical challenge that takes into account environmental, economic and social factors. Students describe the interconnections within environments, and between people and places, to explain the movement of people at a local, national and global scale.
Students explain the feudal system in medieval Europe and the causes and effects of the Black Death, and describe patterns of change and continuity over time. They explain the significance of individuals and groups and how they were influenced by the beliefs and values of medieval society.
Number and Algebra
At Standard, students solve everyday problems involving rates, ratios and percentages. They describe index laws and apply them to whole numbers. Students describe rational and irrational numbers. They solve problems involving profit and loss. Students make connections between expanding and factorising algebraic expressions. They use efficient mental and written strategies to carry out the four operations with integers. Students simplify a variety of algebraic expressions. They solve linear equations and graph linear relationships on the Cartesian plane.
Measurement and Geometry
Students solve problems relating to the volume of prisms. They make sense of time duration in real applications. Students identify conditions for the congruence of triangles and deduce the properties of quadrilaterals. They convert between units of measurement for area and volume. Students perform calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features of circles and calculate the areas and circumferences of circles.
Statistics and Probability
Students model authentic situations with two-way tables and Venn diagrams. They choose appropriate language to describe events and experiments. Students explain issues related to the collection of data and the effect of outliers on means and medians in that data. They determine the probabilities of complementary events and calculate the sum of probabilities.
Science Understanding
At Standard, students compare physical and chemical changes and use the particle model to explain and predict the properties and behaviours of the states of matter. They identify different forms of energy and describe how energy transfers and transformations cause change in simple systems. Students compare the different processes of rock formation. They describe the relationship between structure and function at cell, organ and body system levels.
Science as a Human Endeavour
Students explain how evidence has led to an improved understanding of a scientific idea and where science knowledge is used in various occupations.
Science Inquiry Skills
Students construct questions that they can investigate scientifically. They consider safety and ethics when planning investigations, including designing field or experimental methods. Students identify variables to be changed, measured and controlled. They construct representations of their data to identify and analyse patterns and trends, and use these when justifying their conclusions. Students explain how modifications to methods could improve the quality of their data. They apply their scientific knowledge to evaluate claims made by others. Students use appropriate language and representations to communicate science ideas, methods and findings.
At standard, students initiate and maintain spoken interactions in Chinese with others through collaborative tasks, activities and transactions to exchange information on family and community activities, social events, special occasions and milestones. They use modelled descriptive and expressive language to share ideas, views and experiences, such as 中国人春节喜欢穿红色的衣服和吃饺子 and 澳大利亚人圣诞？They participate in written interactions and activities that involve planning, sharing ideas and views by considering options, making arrangements and solving problems, as well as comparing opinions on, and attitudes towards, different cultures. Students identify and share some key ideas, information and opinions from spoken texts related to their personal and social worlds, and present them in different formats for their intended audience. They list and present some information from written texts related to aspects of their personal and social worlds, using mostly rehearsed descriptive and expressive language to compare perspectives and experiences. Students respond to a range of performance-based imaginative texts, observing how characters, emotions and attitudes are portrayed, and express opinions about these aspects in their own oral performances and texts. They create and perform a range of simple written texts to describe experiences with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and interpret texts, with some inaccuracies, and compare their own translation to peers’, reflecting on challenges associated with transferring meaning and concepts from one language to another. Students interact and engage with Chinese speakers to share and compare some aspects of culture that affect communication, and notice how their own culture impacts on language use. They also consider how their biography influences their identity and communication.
Students better understand the systems of the Chinese language, examining differences in sounds and tones heard in oral discourse, such as the diverse meanings of words that share similar sounds. They interpret texts by inferring meaning from common character components or position of components and analyse how reliable this method is in translating. Students discuss how the Chinese language works, using metalanguage to describe the distinctive spoken and written language system of Chinese. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students explore the use of diverse time expressions and ways to sequence events in time and apply in their own language use, for example, 先…然后;一…就…; …了; 就…;才;第一;然后. Students compare and apply the functions of prepositions and discuss the importance of context when determining their meaning in texts. They explore and apply the use of conjunctions to sequence and connect ideas when constructing texts. They use different ways to negate ideas depending on degree of formality or emphasis, for example,
我不是…;我哪儿有…？;我没有办法…;我不能…;不行;…别;…不可以.Students analyse, in part, how authors adjust features of different text types for different purposes and audiences. They investigate the extent and dynamic nature of Chinese language use locally and globally, and explain how the Chinese language is constantly expanding to include new words and expressions in response to social and technological changes. Students compare and reflect on some ways in which cultural contexts influence the way language is used within and across communities.
At standard, students initiate and maintain spoken and written interactions in Japanese with others through collaborative tasks, activities and transactions to exchange information on significant social events, special occasions or milestones. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such asイースターにビーチに行きましょうか。Students participate in the planning of experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. Students summarise and share most key ideas and some information from a range of texts related to aspects of their personal and social worlds, and present them in different formats for the intended audiences. They organise and present key information on texts related to aspects of their personal and social worlds, and make simple comparisons of perspectives and experiences. Students analyse key ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts. They make some connections with personal experiences and other imaginative texts in their own language and culture. Students create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and interpret texts, with some accuracy, including those that use language with colloquial or cultural association. They consider why there might be differences in interpretation and how language reflects elements of culture. Students participate in intercultural interactions with Japanese speakers, begin to describe cultural practices, demonstrate awareness of shared understanding and reflect on adjustments made as a result of reactions and responses. They also consider how their biography influences their identity and communication, and shapes their own intercultural experiences.
Students better understand the systems of the Japanese language, describing that katakana is used for loan words and using some available combinations of katakana to experiment with Japanese pronunciation of unfamiliar loan words. They read and write, accurately, some katakana, including voiced, unvoiced, contracted and blended sounds, using the kana chart. Students identify the relationship in texts between hiragana, katakana and kanji. They use familiar vocabulary and apply elements of grammar, with a satisfactory level of accuracy. Students use verbs to indicate I want to ～たいです and use い and な adjectives in present and past tenses in negative forms, such as たのしくなかったです/しずかじゃなかったです. They use both affirmative and negative forms of particular grammatical elements in different tenses, and create cohesion and flow by using conjunctions, for example, だから、それで、それに. Students use counter classifiers, superlatives, adverbs and intensifiers, such as ぜんぜん、たいてい. They discuss how the Japanese language works, using relevant metalanguage to describe grammatical concepts and language elements. Students identify most of the structures and key features of familiar texts in Japanese, and discuss the relationship between the language and structure used, and the purpose of the text. Students describe variations in Japanese language use that reflect different levels of formality, authority and status. They discuss that Japanese, like other languages, is constantly expanding to include new words and expressions in response to influences, such as globalisation and exposure to other languages and cultures. Students analyse the ways in which choices in everyday Japanese language use reflect cultural practices and values.
At standard, students initiate and maintain spoken and written interactions in German with others through collaborative tasks, activities and transactions to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such as Wohin sind Sie in den Ferien gefahren?; Wie feiern Sie Silvester? Students engage in the planning of experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. They summarise and share most key ideas and some information from a range of texts and present them in different formats for their intended audiences. Students organise and present key information and ideas on texts related to aspects of their personal and social worlds, using rehearsed descriptive and expressive language to make simple comparisons of perspectives and experiences. Students analyse key ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts, and make some connections with personal experiences and other imaginative texts in their own language and culture. They also create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those that use language with colloquial or cultural associations, such as so alt wie ein Baum, and consider why there might be differences in interpretation. Students participate in intercultural interactions with German speakers, begin to discuss cultural practices, demonstrate awareness of shared understanding and reflect on adjustments made as a result of reactions and responses. They also consider how their biography influences their identity and communication, and shapes their intercultural experiences.
Students apply some rules for German and English pronunciation, rhythm, stress and intonation, punctuation and spelling. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students apply knowledge of the case system when using articles and adjectives. They use a range of regular, irregular, separable and inseparable verbs, and compare the meaning of modal verbs with those in English, for example, Ich muss meine Hausaufgaben machen; Kommst du mit? They use reflexive verbs in the present tense to describe daily routines and express feelings, as well as a limited range of common verbs in the present perfect or simple past tense to describe actions and events in the past, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war krank. They use some dative and accusative prepositions, for example, Ich komme aus der Stadt. They use modelled language with different structures to make comparisons, for example, Kaffee ist nicht so gesund wie Wasser. They describe how the German language works, using metalanguage to organise learning resources. Students apply most of the structures and conventions of a range of text types, and identify most key features and functions of the different genres. They give examples to demonstrate that German is constantly expanding to include new words and expressions in response to changing environments due to globalisation, language shifts and exchange, technology and intercultural experience. Students discuss aspects of the cultural dimension of learning and using German, and consider how these might be interpreted and responded to by members of the community.
At standard, students initiate and maintain spoken and written interactions in Italian with others through collaborative tasks, activities and transactions to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss occasionally and share ideas, views, opinions and experiences, such as Di solito ci riuniamo con i nostri parenti e amici per la cena. Quest'anno abbiamo giocato a carte fino a mezzanotte prima di uscire sul balcone a guardare i fuochi d'artificio. Students engage in the planning of experiences and activities by considering options, negotiating arrangements and participating in transactions that include purchasing goods or services. They identify and share most key ideas, and some information, from a range of texts related to aspects of their personal and social worlds, presenting information and ideas in a given format for the intended audience. They organises and present most key information and ideas on texts related to aspects of their personal and social worlds, using mostly rehearsed descriptive and expressive language to make comparisons on perspectives and experiences. Students analyse ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts, making some connections with personal experiences and other imaginative texts in their own language and culture. They also create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those use language with colloquial or cultural associations, noticing some differences in interpretation and impacts of culture on language. Students discuss cultural practices, and reflect on adjustments made as a result of reactions and responses, when participating in intercultural experiences with speakers of Italian.
Students recognise and apply, with a satisfactory level of accuracy, tone and rhythm to distinguish between statements, questions, exclamations and commands. They generate written and spoken texts by applying knowledge of familiar vocabulary and grammatical elements and some less familiar elements, with a satisfactory level of accuracy. Students recognise the use of direct object pronouns and begin to use suffixes. They use articulated prepositions, adverbs to qualify verbs, such as Sono completamente d'accordo, and negative constructions, including the double negative, such as Non c’è nessuno. Students use verbs to express action in time and modal verbs to express ability, such as Vuoi venire alla mia festa di compleanno? Students describe how the Italian language works, using some relevant metalanguage to organise learning resources. They identify and apply most of the structures and conventions of a range of text types. They examine and sometimes vary elements of communication, such as gestures, facial expressions and choice of language according to context and situation. Students give examples of how Italian is constantly expanding to include new words and expressions in response to changing environments due to globalisation, language shifts and exchange, technology and intercultural experience.
At standard, students initiate and maintain spoken and written interactions in Indonesian with others through collaborative tasks, class experiences, activities and transactions, to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such as Selama saya di Bali saya selalu makan makanan Indonesia. Students engage in the planning of experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. They summarise and share most key ideas, and some information, from a range of texts related to aspects of their personal and social worlds, and present them in different formats for their intended audiences. Students organise and present key information and ideas about texts related to aspects of their personal and social worlds, and make simple comparisons of perspectives and experiences. They analyse key ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts. Students make some connections with personal experiences and other imaginative texts in their own language and culture. They create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those that use language with colloquial or cultural association. They consider why there might be differences in interpretation and how language reflects elements of culture. Students participate in intercultural interactions with Indonesian speakers, begin to discuss cultural practices, demonstrate awareness of shared understanding and reflect on adjustments made as a result of reactions and responses. They also consider how their biography influences their identity and communication, and shapes their intercultural experiences.
Students apply stress in polysyllabic words and use intonation in complex sentences, with a satisfactory level of accuracy. They use familiar vocabulary and apply elements of grammar to generate spoken and written texts, with a satisfactory level of accuracy. Students indicate negation, indicate quantity using juta, and use classifiers. They refer to the past and future using time indicators, and refer to length of time. Students seek information using a range of questions and describe frequency using adverbs. They create cohesion using conjunctions, for example, walaupun, karena, supaya, accept or decline invitations, for example, mau ikut, maaf, sayang, and compare and contrast, for example, paling, ter-, dibandingkan dengan. Students express opinions, for example, dari pihak saya, and emotions, for example, wah, asyik, hebat. They describe how the Indonesian language works, using metalanguage to organise learning resources. Students apply most of the structures and conventions of a range of text types and identify most key features and functions of the different genres. They identify that Indonesian has formal and informal forms and that language can vary according to the mode of communication. Students identify that Indonesian, like other languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experience. They discuss different aspects of the cultural dimension of learning and using Indonesian, and consider how this might be interpreted and responded to by members of the community.
At standard, students initiate and maintain spoken and written interactions in French with others through collaborative tasks, activities and transactions to exchange information on special holidays and travel. They use mainly rehearsed and some spontaneous descriptive and expressive language to discuss and share ideas, views, opinions and experiences, such as Que faites-vous pour célébrer le réveillon du Jour de l’An ? Cette année, nous avons joué des jeux de cartes jusqu'à minuit avant de sortir sur le balcon pour regarder les feux d'artifice. Students engage in the planning of experiences and activities by considering options, negotiating arrangements, solving problems and participating in transactions. They summarise and share most key ideas and some information from a range of texts and present them in different formats for their intended audiences. Students organise and present key information and ideas on texts related to aspects of their personal and social worlds, using mostly rehearsed descriptive and expressive language to make simple comparisons of perspectives and experiences. Students analyse key ideas, themes, values and techniques used to engage and entertain audiences in a range of imaginative texts, and make some connections with personal experiences and other imaginative texts in their own language and culture. They also create and present a range of simple texts with imagined contexts and characters, selecting mostly appropriate language, rhythms and images to enrich the visual or listening experience. Students translate and/or interpret texts, with some accuracy, including those that use language with colloquial or cultural associations, and consider why there might be differences in interpretation. Students participate in intercultural interactions with French speakers, begin to discuss cultural practices, demonstrate awareness of shared understanding and reflect on adjustments made as a result of reactions and responses. They also consider how their biography influences their identity and communication, and shapes their intercultural experiences.
Students better understand the systems of the French language, identifying individual elements of spoken and written words, phrases and non-verbal forms of expression, and noticing how they combine to make or change meaning within a given context. They use familiar vocabulary and apply elements of grammar in spoken and written texts, with a satisfactory level of accuracy. Students show increased control when using regular verbs in le présent and le passé composé, as well as high-frequency irregular verbs, such as avoir, être, faire and aller. When using le passé composé they recognise verbs conjugated with être, for example, Elles sont parties hier matin. Students extend their use of l’impératif and le futur proche, and recall the form and function of reflexive verbs, for example, Nous nous promenons chaque soir. Students recognise and use idiomatic expressions, such as those using avoir, for example, avoir soif and extend their knowledge of negative constructions, such ne…plus, ne…rien, ne…jamais, ne…que… They learn to use direct object pronouns in conjunction with le présent, for example, Je t’écoute, elle les mange tous les jours ! Students describe how the French language works, using metalanguage to organise learning resources. They apply most of the structures and conventions of a range of text types, and identify most key features and functions of the different genres. They examine and, at times, vary elements of communication, such as gestures, facial expressions and choice of language, according to context and situation. They discuss the nature and extent of French language use in both Australian and global contexts. Students discuss different cultural aspects of learning and using French, considering how this might be interpreted and responded to by members of the community.
At Standard, students outline the creativity, innovation and enterprise of individuals and groups that develop products, services and environments. They consider social, ethical and sustainability factors in the design and development of technologies. In Engineering principles and systems, students identify and use the design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems. In Food and fibre production, students provide information on how competing social, environmental and economic demands influence the design of sustainable food and fibre production systems. In Food specialisations, students explore and identify sensory properties of foods used in creating healthy eating solutions. In Materials and technologies specialisations, students identify decision making demands of selecting and combining materials, systems, components, tools and equipment.
With all Design and Technology contexts, students investigate a given need or opportunity for a specific purpose. They evaluate and apply a given design brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints. They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative design solutions. Students develop sequenced steps to produce a simple, problem-solving plan. They apply safe and appropriate techniques to make solutions, using a range of components and equipment. Students independently develop contextual criteria to assess design processes and solutions. They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.
At Standard, students identify methods of data transmission and security in wired, wireless and mobile networks and identify specifications of hardware components and outline apparent impacts on network activities. They identify how binary is used to represent data in digital systems. Students evaluate the authenticity, accuracy and timeliness of acquired data and use a range of software to evaluate and visualise data. Students present diagrammatically and in English, their designs and plans for the user experience of a digital system, with sequenced steps. They predict output for a given input to identify errors. Students modify and implement digital solutions, considering the user interface within a programming environment and the need for user choice and/or repeating options. They work collaboratively online to create and communicate interactive ideas with consideration for social contexts.
In Digital Technologies, students investigate a given need or opportunity for a specific purpose. They evaluate and apply a given brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints. They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative digital solutions. Students develop sequenced steps to produce a simple, problem-solving plan. They apply safe and appropriate techniques to make solutions, using a range of components and equipment. Students independently develop contextual criteria to assess design processes and solutions. They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.
At Standard, students apply some media terminology. They replicate familiar codes and narrative conventions to make meaning, show awareness of genre and purpose and create point of view to appeal to an audience. Students depict representations of ideas, issues and people that reference values. They show some awareness of social and cultural sensitivity in media work by considering controls and audience values. Students apply planning processes, and select and safely use technology to create and edit planned media work, with mostly effective results. They fulfil most team responsibilities.
Students identify, in their own work and the work of others, aspects of media work in relation to audience, purpose and context. They identify some current trends in the ways audiences use media.
At Standard, students engage in processes, including improvisation and role preparation, to shape appropriate elements of drama for devised or scripted drama. They usually demonstrate awareness, in performance, of a selected drama performance style and spaces of performance to present dramatic meaning and to engage with an audience.
Students use specified reflective processes to make links between choices made in performance and dramatic meaning or audience responses. They appropriately use generalised drama terminology in responses.
At Standard, students use improvisation skills to sometimes generate abstract movement from literal movement. They select and combine the elements of dance (BEST), use specified choreographic devices and structure to choreograph dance that explores and develops some relationship to choreographic intent. Students execute technical dance skills safely in a particular genre/style, demonstrating some control of body placement and coordination of movement. They perform dance to an audience demonstrating, on occasion, accuracy in retention and clarity of movement, projection, focus and appropriate expression.
Students use some specific dance terminology and reflective processes to outline the effectiveness of how BEST and design concepts are used to communicate meaning in their own and others’ dance. They identify and outline differences in dance genres/styles from different eras of dance.
At Standard, students identify, sing, play, notate and apply melodic and rhythmic patterns, and simple harmonic progressions, with some inconsistencies. They improvise and create musical ideas within given structures that show some development. Students use generally accurate notation and incorporate some suitable dynamics and articulation. They sing or play performance activities and practised repertoire with developing technique and some expression. With some guidance, they endeavour to adjust tone and volume to blend and balance when rehearsing and performing within an ensemble.
Students identify, analyse and describe the use of elements of music in mainly generalised responses, using some appropriate music terminology. They identify and describe some musical characteristics associated with different cultures, contexts and styles, identifying some key composers, performers and/or artists.
At Standard, students develop ideas related to a particular theme. They select and experiment with different media and materials, and document results. Students apply techniques and processes in the development of ideas and consider design alternatives and artistic conventions to produce artwork. Using visual art language, students annotate drawings and designs and provide comments about media testing and artist intentions. They produce a finished artwork with reference to a chosen design. Students use equipment and materials in a safe manner. They reflect on their own artwork and discuss possible improvements. With guidance, students use skills and presentation conventions to display their own artwork.
Students describe aspects of artwork and provide personal opinions. They discuss artwork using art terminology and comment about how visual conventions are used in the artwork. Students describe key features and comment about the context of artwork. They provide suggestions about the purpose and meaning of artwork. Students provide personal opinions about their own artwork and the artwork of others.