Your search for "Spelling" returned 40 result(s)
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Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student can initiate and maintain interactions (WS9) in written and spoken German to communicate ideas, thoughts, feelings and information (WS1, WS11) related to relationships, school experiences (WS2, WS6, …

Languages: German - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Languages: Modern Greek - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses spoken and written Greek to exchange personal information (WS1, WS2, WS3), describe feelings and express preferences (WS1, WS2). When participating in collaborative activities, transactions and …

Languages: Modern Greek - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Vietnamese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses spoken and written Vietnamese for classroom interactions and to share ideas and opinions and express feelings (WS1, WS3, WS4, WS5, WS6). The student exchanges information about aspects of their …

Languages: Vietnamese - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry)

This portfolio of student work shows that the student uses written and spoken Vietnamese to initiate and sustain interactions with teachers, peers and adults in familiar contexts (WS2, WS4, WS5). The student uses modelled and spontaneous language to engage …

Languages: Vietnamese - Satisfactory - Years 9 and 10 (Year 7 entry) | Portfolios | Work samples | Resources

Bee-Bot coding – AT

Students had been working on a unit on the language of coding in German. Prior to this task students had:  become familiar with and used German coding abbreviations for forwards, backwards, left turn and right turn  used these abbreviations to write …

Bee-Bot coding – AT | Samples | Work samples | Resources

Vowel and consonants combinations – AT

Students had learnt about aspects of spelling in Greek. In this task students were asked to identify words with particular features in a given text, then share pronunciation with a fellow student.

Vowel and consonants combinations – AT | Samples | Work samples | Resources

Sentence formation – AT

Students had previously learnt the Vietnamese alphabet, tones and how to read and pronounce words. They had also learnt to write simple sentences about themselves and things they like to do in class. Students explored the writing process by experimenting …

Sentence formation – AT | Samples | Work samples | Resources

Animale smarrito - AT

Students had completed a module of work on pets and agreement of adjectives with nouns. Students were asked to create a notice about a lost pet. In the notice students were to include a photo of lost animal, name and description of animal and information …

Animale smarrito - AT | Samples | Work samples | Resources

Letter to Daniela - AT

Students had watched the film Salvatore questa è la vita. Students had discussed and reflected on the events that led the protagonist to remain in Sicily and not return to his life in Rome. Students were asked to imagine that they were the teacher, Marco Brioni and …

Letter to Daniela - AT | Samples | Work samples | Resources

Diary entry of Caterina - AT

Students were asked to imagine that they were Caterina from the film Caterina va in città and compose three diary entries. The diary entries were to reflect Caterina’s experiences, feelings and opinions at different points in the film. 

Diary entry of Caterina - AT | Samples | Work samples | Resources

Il mio mostro sa ….. - AT

Students had learnt to recognise the verb sapere and understand that it is followed by another verb in the infinitive form. Students were asked to match the frequently used verbs phrases with the action in the image. Students were then asked to compose …

Il mio mostro sa ….. - AT | Samples | Work samples | Resources

Le petit Matthieu - AT

Students learnt French pronunciation and intonation through play-based learning and mimicking to learn and recite a poem. In this task, students were asked to learn vocabulary including words with similar pronunciation to English and recite a poem.   There …

Le petit Matthieu - AT | Samples | Work samples | Resources

My crazy animal - AT

Students had learnt French colours and animals and basic descriptive language and grammar to form simple descriptive sentences. In this task, students were read the story Brown Bear, Brown Bear, What Do You See? (Ours brun, Dis-moi French edition) by …

My crazy animal - AT | Samples | Work samples | Resources

Reflections on learning German – AT

Students explored language and identity as concepts, including looking at similarities and differences between the German and English alphabets, spelling, pronunciation, greetings and interactions. Students engaged in tasks to identify where German is …

Reflections on learning German – AT | Samples | Work samples | Resources

Human robot programming - Programmieren Lernen – AT

Students explored a unit on programming, learning and using the German language to program BeeBots and Blue-Bots and to reinforce their knowledge of adjectives of colour.   This task was one of the lead-up activities designed to familarise students with …

Human robot programming - Programmieren Lernen – AT | Samples | Work samples | Resources

Colour quiz – AT

Students learnt to say and write colours in German and how to pronounce some German sounds. This task consisted of two parts:  Part 1: Students were asked to create a ‘Colour Quiz’ for a peer to complete. Students were asked to draw six pictures of their …

Colour quiz – AT | Samples | Work samples | Resources

Welche Farbe ist es? – AT

Students learnt about colours in German and how to pronounce some distinct German sounds. In this task students were given time to practice German pronunciation of colours and recognise differences between English and German pronunciation. Students were …

Welche Farbe ist es? – AT | Samples | Work samples | Resources

Self introduction letter – AT

Students learnt the basic language of self-introduction, adjectives of colour and how to form simple sentences in German. In this task, students were asked to write a short text about themselves and include information about their name, age, hair colour, …

Self introduction letter – AT | Samples | Work samples | Resources

Wet ‘n’ wild Wetlands world – AT

As part of their Science inquiry learning, students in Years 5 and 6 learned about ponding in the school wetlands. Ponding is part of an integrated program, that incorporates STEAM and German.  Students learn German in weekly lessons from Foundation to …

Wet ‘n’ wild Wetlands world – AT | Samples | Work samples | Resources

Gesundheit role play – AT

Students learnt how to describe ailments and health conditions. This provided a context for introducing the perfect tense with the auxiliary haben, and regular verbs.  Students had been introduced to both coordinating and subordinating conjunctions in …

Gesundheit role play – AT | Samples | Work samples | Resources

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