Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 33 result(s)
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Languages: Spanish - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests (WS5), relate experiences and express feelings (WS1, WS2). The …

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

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

This portfolio of student work shows that the student can interact in written and spoken Spanish to communicate about personal experiences (WS1, WS2, WS3), relationships and aspirations, and broader local and global issues such as the environment (WS5), …

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

Languages: Spanish - Satisfactory - Foundation to Year 2

This portfolio of student work shows that the student can interact with teachers and peers through action-related talk and play (WS1, WS6). The student introduces themselves and exchanges greetings and farewells (WS1, WS6). The student uses simple repetitive language (WS5, …

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

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

This portfolio of student work shows that the student shares information about their personal worlds (WS6), including personal details, family, friends, leisure activities (WS4), likes and dislikes (WS1, WS3, WS5). The student interacts with others (WS5) …

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

Languages: Spanish - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can interact with teachers (WS5) and peers (WS3, WS4, WS6) in classroom routines (WS2, WS5), and in action-related talk and play (WS7, WS8). The student uses formulaic expressions when participating …

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

Languages: Spanish - Satisfactory - Years 7 and 8 (F-10 sequence)

This sample of student work shows that the student can use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences (WS1). The student uses rehearsed and spontaneous language (WS1) to give …

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

Invitación para un amigo – AT

Students learnt the vocabulary and language structures to describe leisure activities for young people, to interact with friends and how to make suggestions and invitations.  Students also learnt about adjustment of language for purpose, context and audience, …

Invitación para un amigo – AT | Samples | Work samples | Resources

Around the town – AT

Students learnt about places around the town starting with cognates (escuela, parque, supermercado, zoo, piscina, cine, teatro, biblioteca). Students were given familiar vocabulary with a graphic organiser to write sentences like ‘Yo voy a …’. Opportunities …

Around the town – AT | Samples | Work samples | Resources

What do you want to do? – AT

Following on from the daily routine/leisure activities task, students built upon phrases from songs, videos and games related to this theme. New phrases were introduced and practised through the bilingual song ‘Me gusta cantar’  and students learnt the …

What do you want to do? – AT | Samples | Work samples | Resources

El pulpo – AT

Students learnt numbers and colours in Spanish and how to construct simple sentences with these vocabulary items. Students were aware of gender and how to write sentences using gender rules and word order based on modelled structures. In this task, students …

El pulpo – AT | Samples | Work samples | Resources

Listening comprehension – AT

Students learnt how to talk about themselves and then applied the knowledge to listen to information about other people. Students practiced listening to the teacher read introductions about various people before completing a listening comprehension task. …

Listening comprehension – AT | Samples | Work samples | Resources

My week – AT

Students learnt vocabulary and phrases related to daily routines and leisure activities. Students revised how to tell the time and days of the week. Using scaffolded examples, students created their own sentences to provide specific details about their …

My week – AT | Samples | Work samples | Resources

Fruit - At

Students had learnt the names of fruit and used this vocabulary to create simple sentences using scaffolded examples to count and to express likes/dislikes. In this task, students were asked questions about fruit, counting the objects and writing a response …

Fruit - At | Samples | Work samples | Resources

Expressing preferences about food – AT

Students learnt about types of food and how to state preferences for food they like and dislike. Students had previously learnt phrases such as me gusta la___ and were taught the plural form me gustan las/los____ and how to add the verb comer/beber to …

Expressing preferences about food – AT | Samples | Work samples | Resources

Animales de Venezuela – AT (Spanish 3-4)

Students learnt about Venezuelan animals and how to describe habitat, characteristics, what they eat and what they can do. Students were familiar with simple sentence constructions using present tense verbs, adjectives, simple conjunctions, plural forms, …

Animales de Venezuela – AT (Spanish 3-4) | Samples | Work samples | Resources

Letter to pen friend – AT

Students learnt how to write about themselves and about their daily routine in Spanish, and answer questions relating to their personal world. Students completed various activities including games, oral dialogues, and reading and listening tasks related …

Letter to pen friend – AT | Samples | Work samples | Resources

Un viaje a Bolivia - At

In this unit, students learnt about travelling through Spanish-speaking countries from an English speaker’s perspective, considering historical and cultural features and traditions, and places and events of interest. They learnt language and grammar related …

Un viaje a Bolivia - At | Samples | Work samples | Resources

Weather report – AT

Students learnt about the language required to describe weather conditions and how to report the weather in Spanish. Students studied the features of weather reports, and students watched and translated weather reports from various Spanish- speaking countries. In …

Weather report – AT | Samples | Work samples | Resources

Mi barrio y los pueblos antiguos de Latinoamérica – AT

Students learnt about Indigenous South and Central American groups and conducted research into one group of interest to them. The following task, in three parts, was set: Part 1: Investigate how an Indigenous South or Central American group lived and …

Mi barrio y los pueblos antiguos de Latinoamérica – AT | Samples | Work samples | Resources

Mi vida en la escuela – AT

Students learnt how to talk about and describe their school life, vocabulary relating to subjects, school facilities, and language features and functions - conjunctions (y, porque) and verbs – present tense - regular (estudiar, gustar, comer) and irregular …

Mi vida en la escuela – AT | Samples | Work samples | Resources

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