STAGE 1 Integrated Study

Assessment Type 1: Practical

Students undertake a performance that includes a drumming and a stand up comedy routine.
Students develop and apply their learning around the theme of Create Your Story, Create Your Life! The practical
involves learning by doing and by addressing real problems or challenges. It may require interaction and collaboration
with others, either in the class, the school community, or the wider community.
The practical will consist of a combination of smaller activities that will combine in a performance allowing students to
demonstrate application of their knowledge, concepts, skills, and understanding for a specific purpose.
Students should have opportunities to participate in peer assessment and self-assessment. Students self-assessment
is included in the assessment design criterion of reflection.

Assessment Design Criteria - For this assessment type, students provide evidence of their learning
primarily in relation to the following assessment design criteria:

Application
The specific features are as follows:
A1
Development of knowledge, concepts, and skills.
A2
Application of knowledge, concepts, and skills for a purpose.

Reflection
The specific feature is as follows:
R1
Reflection on the students own learning and progress in learning.

Understanding
The specific features are as follows:
U1
Explanation of some of the connections between the program focus and aspects of the capability in a chosen
key area of study.
U2
Understanding and development of aspects of the capability in a chosen key area of study.

Assessment Type 2: Group Activity

Students undertake a series of group activities that come together in a performance.
Students work collaboratively in a group to plan, organise, and implement an activity or project. The group activity may
be applied to an aspect of the practical. There must be opportunities for all students to collaborate in decision-making
and to share responsibilities. Students reflect on their contribution and the collaborative outcome.
The teacher assesses each students performance individually. There is an opportunity for students to participate in
peer assessment and self-assessment.
Students self-assessment is included in the assessment design criterion of reflection. A students contribution to peer
assessment is not assessed, although contributions to peer assessment may be included in the assessment design
criterion of communication and collaboration (e.g. communication with others in the group and discussion of ideas and
opinions).

Assessment Design Criteria - For this assessment type, students provide evidence of their learning
primarily in relation to the following assessment design criteria:

Application
The specific features are as follows:
A1
Development of knowledge, concepts, and skills.
A2
Application of knowledge, concepts, and skills for a purpose.

Investigation
The specific features are as follows:
I1
Identification and gathering of relevant information, using a variety of sources.
I2
Investigation of information, ideas, and skills from more than one perspective.

Communication and Collaboration

The specific features are as follows:
CC1 Collaboration with others.
CC2 Communication with others.
CC3 Discussion of ideas and opinions.

Reflection
The specific feature is as follows:
R1
Reflection on the students own learning and progress in learning.

Assessment Type 3: Folio and Discussion

Students undertake at least one assessment for the folio and discussion.
Consideration needs to be given to the documentation and/or recording of the evidence of learning. Students need to
be keeping a detailed journal, photos and digital recordings.

Folio
Students develop a folio to support their discussion. The folio demonstrates the depth, extent, and focus of the
learning that has taken place. A folio may consist of material such as notes, diagrams, models, observations,
experiments, fieldwork, photographs, visual texts, audio texts or an e-folio.

Discussion
Students discuss aspects of the process and outcome of their Stage 1 Integrated Learning program with their teacher
and class group and support their views with the evidence in their folio. Each student responds to questions asked by
the teacher, and possibly others, about his or her learning as demonstrated by the evidence in the folio. Students may
also contribute to the discussion by offering comments in a general forum. Discussions should be a maximum of 10
minutes.

Assessment Design Criteria - For this assessment type, students provide evidence of their learning
primarily in relation to the following assessment design criteria:

Application
The specific features are as follows:
A1
Development of knowledge, concepts, and skills.
A2
Application of knowledge, concepts, and skills for a purpose.

Investigation
The specific features are as follows:
I1
Identification and gathering of relevant information, using a variety of sources.
I2
Investigation of information, ideas, and skills from more than one perspective.

Communication and Collaboration

The specific features are as follows:
CC1 Collaboration with others.
CC2 Communication with others.
CC3 Discussion of ideas and opinions.

Reflection
The specific feature is as follows:
R1
Reflection on the students own learning and progress in learning.

Understanding
The specific features are as follows:
U1
Explanation of some of the connections between the program focus and aspects of the capability in a chosen
key area of study.
U2
Understanding and development of aspects of the capability in a chosen key area of study.