# data[].attributes.body
Inconsistent standards across subjects would be confusing for students. For example, Home Ec has a performance standard around referencing but Health & Wellbeing and English/HASS subjects do not.

# data[].attributes.body
Peer feedback

EdChat feedback

before teacher draft

# data[].attributes.body
Stage 1 SAATSA: Add an area for annotations for practical evidence (IL - Subject)

Stage 2 Food & Hosp: Try and reduce performance standards in tasks, low word count and high number of performance standards limit the students.

Stage 2 Health & Wellbeing: CT2 is difficult for the students to comprehend and address in the task. Explicit examples of what this looks like hyperlinked into the task sheet would benefit the students.

# data[].attributes.body
Stage 1 SAATSA: Formative tasks to assess their own work and identify their own evidence

Stage 2 Food & Hosp: Examples of tasks

Stage 2 Health & Wellbeing: Provide explicit exampels for the performance standards being met

# data[].attributes.body
Can we have a common rubric for all of the new SAC learning standards before we do more task design please?

# data[].attributes.body
Year 10: More opportunity for students to have on skills in both Health and PE- to create context based learning

# data[].attributes.body
Yr 9 Food Tech: have students make presentation to demonstrate knowledge instead of fill in the box on parts of the task.

# data[].attributes.body
Year 10: Face to face feedback works best. Both students and teacher work through task so the student is clear of progress points and achievement outcomes.

# data[].attributes.body
Year 10:

Clear connections to SACE using SACE language but with a disposition focus as an holistic and overarching approach

# data[].attributes.body
Have solid samples for students to use as a guide with explicit/technical language that is contextually appropriate to the subject or task.

# data[].attributes.body
Rubric

Accessibility for students-

Multiple entry points

Students who miss classes can still be successful and allow students to present their work in different ways

# data[].attributes.body
Teacher/student load of "busy work" wasting time (but essential) when trying to get footage of students technique etc for analysis. How can we make this process more efficient so students aren't spending ages finding evidence and not analysing/evaluating?

# data[].attributes.body
Yr 8: Moving with skill and feedback

Subject specific language

Annotation skills

Digital application element

# data[].attributes.body
Looking at ways to collect evidence especially for prac that is not written and time consuming but still meaningful. Using audio, video, pictures. Having time spent on looking at content rather than making/doing fancy task.

# data[].attributes.body
Using practice activities to go in a little more detail to form back up assessments for when students are away or miss major assessments

# data[].attributes.body
Try and make stronger links to health and its importance and also aspects of health that is not to do with physical exercise. Hard to teach health in HPE in high school when you are PE teacher and they are not used to that in primary school.

# data[].attributes.body
Split rubrics so that each section only grades one concept or idea to avoid confusion if part is done but part isn't

# data[].attributes.body
Year 7 Identity Work Booklet:

Remove Marlon Pickett section, replace with ??

Wording around "shaping" identity. What influences who you are? What factors contribute to your sense of self? What makes you you? What defines your identity?

When introducing goal setting, provide examples of upcoming sports or tasks to help students set meaningful and relevant goals.

# data[].attributes.body
Year 9 HPE: Remote Communities Task

Need some form of peer feedback, about their findings and an aspect of personal Reflection.

# data[].attributes.body
Year 9 HPE: Remote Communities Task: Adjustment: Comparison between Capital City/Rural City to the remote communities amenities.