Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 31 result(s)
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Languages: German - Satisfactory - Years 7 and 8 (F-10 sequence)

This sample shows that the student can use written and spoken German to interact with teachers, peers and others (WS1) to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views (WS1). The student …

Languages: German - Satisfactory - Years 7 and 8 (F-10 sequence) | Portfolios | Work samples | Resources

Languages: German - Satisfactory - Years 9 and 10 (F-10 sequence)

This sample shows that the student can use written German to suit a particular setting and purpose (WS1). The student uses language in the classroom environment to assist others and debate a course of action (WS1). The student states facts and relates …

Languages: German - Satisfactory - Years 9 and 10 (F-10 sequence) | Portfolios | Work samples | Resources

Languages: German - Satisfactory - Foundation to Year 2

This portfolio of student works shows that the student can interact with teachers and peers through action-related talk and play (WS1, WS2). The student introduces themself, exchanges greetings and farewells and express likes and dislikes. When interacting, …

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

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

This portfolio of student work shows the student can share information about their personal worlds, including personal details (WS1), family (WS2), friends, interests, likes, dislikes and preferences (WS5, WS6). The student interacts with others to carry …

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

Languages: German - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use written and spoken German (WS1) for classroom interactions, to carry out transactions, and to share ideas and opinions (WS4), relate experiences and express feelings (WS2, WS3). The student …

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

Languages: German - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact with teachers and peers in classroom routines, action-related talk and play. The student responds to instructions and uses formulaic expressions to interact, ask questions, seek assistance, …

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

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

Conversation using imaginary character– AT

Students learnt to conduct conversations and exchange personal information. This required knowledge and understanding of:  modelled expressions   the alphabet   numbers including ordinal numbers   grammar structures such as singular, personal pronouns …

Conversation using imaginary character– AT | Samples | Work samples | Resources

Der Stadtrundgang – AT

Students learnt vocabulary for describing tourist attractions and activities for German-speaking tourists to see and do in a city. In this context they learnt the impersonal phrase es gibt and revised nominative/accusative case endings. They were also …

Der Stadtrundgang – AT | Samples | Work samples | Resources

Mein Alltag – AT

Students learnt language and expressions to describe daily routines, and how to communicate opinions, thoughts and feelings about these.  They learnt about structuring text types relevant to audience, purpose and context, and using a range of language …

Mein Alltag – AT | Samples | Work samples | Resources

Alltag interview and recount – AT

Students learnt about describing and relating daily routines and activities, and how to write and talk about these using the past tense. They were introduced to the topics using ‘Das Tagesablaufdomino’ game (for everyday routines and related vocabulary). …

Alltag interview and recount – AT | Samples | Work samples | Resources

Mein Wochenende – AT

Students learnt how to talk about past events and activities, and to sequence these logically. They also learnt how to pose questions and write for a particular audience and context.   In this task, students were asked to write an informal email to a …

Mein Wochenende – AT | Samples | Work samples | Resources

Mein Schultag – AT

Students used the topic of daily and school routines to compare similarities and differences between German culture and their own, including the German schooling system. They made connections between culture and language and expanded their vocabulary …

Mein Schultag – AT | Samples | Work samples | Resources

Ein Forschungsvorhaben zum Recycling in der Schule – AT

Students had completed a unit on the environment and personal and community responsibility for it.   They compared strategies to improve the environment in Germany and Australia and how schools can lessen environmental impacts. They learnt about formal …

Ein Forschungsvorhaben zum Recycling in der Schule – 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

Mein Monster – AT

Students learnt about body parts and describing physical characteristics using adjectives of colour and number. In this task, students were asked to create a monster of their choice and use modelled language to describe it, in full sentences.

Mein Monster – AT | Samples | Work samples | Resources

Germany's next top model - At

Students learnt two ways to describe clothing:   adjective after the noun (no ending) and   adjective before the noun (endings required for agreement).    In previous units, students had learnt the concept of nominative and accusative.  In this …

Germany's next top model - At | Samples | Work samples | Resources

Wetter - AT

Students created a German weather phrasebook that included German and English translations, as well as a picture to describe each phrase. They learnt how to use a conjunction to join two short sentences. This was the first task in a unit focusing on how …

Wetter - AT | Samples | Work samples | Resources

Mein Haustier – AT

Students learnt about a variety terms for, and features of, house pets and had practiced reading and writing names and using descriptive language for these.   In this task students were asked to create a plasticine model of a chosen pet and complete …

Mein Haustier – 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 …

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

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