Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 23 result(s)
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Languages: Japanese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use formulaic and modelled language (WS3) in classroom interactions to carry out transactions and to share or convey information (WS3, WS4, WS5, WS6) about daily routines, activities and events, …

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

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

This portfolio of student work shows that the student uses written and spoken Japanese to interact with peers, the teacher and other Japanese speakers to exchange information and opinions about personal interests and experiences (WS1, WS3). With support …

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

Languages: Japanese - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact with the teacher and peers in regular classroom routines and structured interactions (WS2, WS4). The student understands and responds to instructions related to classroom organisation …

Languages: Japanese - Satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: Japanese - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can interact with the teacher and peers through play- and action-related language (WS1, WS3). The student uses formulaic expressions and appropriate gestures in everyday interactions such as exchanging …

Languages: Japanese - Satisfactory - Foundation to Year 2 | Portfolios | Work samples | Resources

Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry)

This portfolio of student work shows that the student can interact with peers and the teacher in classroom routines and activities (WS3), exchanging greetings, wishes and information about their personal and social worlds (WS2, WS4). The student uses …

Languages: Japanese - Satisfactory - Years 7 and 8 (Year 7 entry) | Portfolios | Work samples | Resources

This is my city - AT

Part A:  Written script In this task, students were asked to work in pairs and write a script where they would discuss information about their cities. Students were instructed to use hiragana and kanji and use a variety of vocabulary and language structures …

This is my city - AT | Samples | Work samples | Resources

Mascot maker - AT

Mascot maker Students had learnt about the significance of mascots in Japanese society and culture through the theme of Yura-kyara (category of mascot characters created to promote a place or region, event, organisation or business). Students had learnt …

Mascot maker - AT | Samples | Work samples | Resources

Self-Introduction Letter (Japanese 9-10)

Students had completed a unit of work on self-Introductions learning key vocabulary and grammar to enable them to explain who they are, where they are from, discuss their family, interests, hopes or desires and provide information about school life. Students …

Self-Introduction Letter (Japanese 9-10) | Samples | Work samples | Resources

Family profile - AT

Students had learnt about family, kanji for family members, using basic counters for people and age and using adjectives to describe personalities.  In this task, students were asked to create a poster about an imaginary family using short descriptive …

Family profile - AT | Samples | Work samples | Resources

Obento project and reflection - AT

Over the course of a 4-week unit about portable meals (Obento), etiquette and food culture, students were asked to plan and create their own obento following the criteria and guidelines explored in class and complete a range of tasks at each step. Students …

Obento project and reflection - AT | Samples | Work samples | Resources

Hiragana writing task – introductory letter - AT

Students were asked to write a short self-introduction letter to a visiting Japanese teacher following the conventions of the text type and stroke order on genkōyoshi paper. Concepts of self-introduction and expressing personal information were explored …

Hiragana writing task – introductory letter - AT | Samples | Work samples | Resources

Japanese classroom - AT

Students had completed a unit of work on Japanese school life, classrooms and school etiquette. Students learnt key concepts and classroom related language as well as differences between Japanese and Australian school life and classrooms. In this task, …

Japanese classroom - AT | Samples | Work samples | Resources

Animals - AT

Students were asked to describe an animal of their choice in hiragana using their knowledge of adjectives, particles and sentence structure.  They were provided with a vocabulary list and had previously learned Japanese sentence structure and the role …

Animals - AT | Samples | Work samples | Resources

Kanji writing and drawing activity - AT

Students had been learning about body parts in Japanese and corresponding kanji characters. They were asked to write the kanji character attempting to use stroke order and draw the body part creating a mnemonic device. Scaffolding was provided with an …

Kanji writing and drawing activity - AT | Samples | Work samples | Resources

Like Statements - AT

Students had been learning sentence patterns through songs, games, reading and writing activities. Year 2 students were asked to write a sentence about their likes and dislikes using Hiragana and Romaji. They were able to refer to classroom posters and …

Like Statements - AT | Samples | Work samples | Resources

Self-introduction (Japanese 5-6) - AT

Students were asked to introduce themselves in the form of an oral presentation following a scaffolded modelled example. Students had learnt how to construct sentences about themselves using a variety of simple grammar structures and vocabulary. The script …

Self-introduction (Japanese 5-6) - AT | Samples | Work samples | Resources

Self-introduction – oral presentation - AT

Students were asked to write a script introducing themselves in Japanese to be presented to the class. Students had learnt the language and sentence construction associated with self-introduction such as greetings, name, age, year level, birthday, zodiac …

Self-introduction – oral presentation - AT | Samples | Work samples | Resources

Reflection on learning about daily life and school routine in Japan - AT

The student had completed a module of work on daily life and school routine in Japan where they learned the vocabulary, grammar, sentence structures and expressions needed to discuss the topic in Japanese. The student also researched and discussed the …

Reflection on learning about daily life and school routine in Japan - AT | Samples | Work samples | Resources

My summer holidays dairy entries - AT

Students had learnt about plain form and past plain form and how to write diary entries and sequence events. In this task, students were asked to reflect on their summer holidays and write 2-3 separate diary entries for 2-3 days or events recounting …

My summer holidays dairy entries - AT | Samples | Work samples | Resources

Self-Introduction - AT (Japanese)

Students learned to read hiragana characters including long vowel sounds, voiced sounds, blended sounds and basic kanji. Working at their own pace and level, students were asked to read a self-introduction script about an imaginary character, Shinji. …

Self-Introduction - AT (Japanese) | Samples | Work samples | Resources

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