Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 10089 result(s)
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A significant place – ABOVE

Students selected a significant site in their local area from a list provided by the teacher. Working with the teacher, and supported by the teacher-librarian, students posed a series of questions about the building or place and researched answers to …

A significant place – ABOVE | Samples | Work samples | Resources

A significant place – AT

Students selected a significant site in their local area from a list provided by the teacher. Working with the teacher, and supported by the teacher-librarian, students posed a series of questions about the building or place and researched answers to …

A significant place – AT | Samples | Work samples | Resources

A soldier’s story - Above

Students researched the experiences of an Australian soldier in World War I using the digitised material held by the National Archives of Australia, the Australian War Memorial and associated sources. They presented their findings as a written account …

A soldier’s story - Above | Samples | Work samples | Resources

A soldier’s story - At

Students researched the experiences of an Australian soldier in World War I using the digitised material held by the National Archives of Australia, the Australian War Memorial and associated sources. They presented their findings as a written account …

A soldier’s story - At | Samples | Work samples | Resources

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2

Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place. Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the …

Aboriginal and Torres Strait Islander Histories and Cultures - Years 1 and 2 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

About me – AT (Spanish 5-6)

Students had previously learnt language structures and vocabulary for self-introduction and talking about themselves. In this diagnostic task, students were asked to demonstrate their prior knowledge by creating a personal profile to convey relevant information, …

About me – AT (Spanish 5-6) | Samples | Work samples | Resources

About me (Arabic) – AT

Students explored the concept of identity in a unit called ‘Who am I?’ They learned the relevant language structures, and participated in various tasks to practice reading, writing and talking about themselves and their personal world.  In this task, …

About me (Arabic) – AT | Samples | Work samples | Resources

About me (Indonesian) - AT

Students were asked to complete sentences with appropriate information about themselves. This activity was undertaken after students had learned to introduce themselves, count from one to ten, say their age, and say which fruit they liked in Indonesian. …

About me (Indonesian) - AT | Samples | Work samples | Resources

ACADAM001

Explore, improvise and organise ideas to make dance sequences using the elements of dance

critical-creative numeracy Elaborations ScOT Terms

ACADAM001 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

ACADAM002

Use fundamental movement skills to develop technical skills when practising dance sequences

Elaborations ScOT Terms

ACADAM002 | Content Descriptions | Foundation to Year 2 | Dance | The Arts | F-10 curriculum

ACADAM005

Improvise and structure movement ideas for dance sequences using the elements of dance and choreographic devices

critical-creative numeracy Elaborations ScOT Terms

ACADAM005 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

ACADAM007

Perform dances using expressive skills to communicate ideas, including telling cultural or community stories

intercultural-understanding personal-social Elaborations ScOT Terms

ACADAM007 | Content Descriptions | Years 3 and 4 | Dance | The Arts | F-10 curriculum

ACADAM009

Explore movement and choreographic devices using the elements of dance to choreograph dances that communicate meaning

numeracy critical-creative Elaborations ScOT Terms

ACADAM009 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

ACADAM011

Perform dance using expressive skills to communicate a choreographer’s ideas, including performing dances of cultural groups in the community

personal-social numeracy intercultural-understanding Elaborations ScOT Terms

ACADAM011 | Content Descriptions | Years 5 and 6 | Dance | The Arts | F-10 curriculum

ACADAM016

Structure dances using choreographic devices and form

Elaborations ScOT Terms

ACADAM016 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

ACADAM023

Structure dances using movement motifs, choreographic devices and form

Elaborations ScOT Terms

ACADAM023 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

ACADAM024

Perform dances using genre- and style-specific techniques and expressive skills to communicate a choreographer’s intent

personal-social Elaborations ScOT Terms

ACADAM024 | Content Descriptions | Years 9 and 10 | Dance | The Arts | F-10 curriculum

ACADAR018

Analyse how choreographers use elements of dance and production elements to communicate intent

critical-creative Elaborations ScOT Terms

ACADAR018 | Content Descriptions | Years 7 and 8 | Dance | The Arts | F-10 curriculum

ACADRM028

Use voice, facial expression, movement and space to imagine and establish role and situation

Elaborations ScOT Terms

ACADRM028 | Content Descriptions | Foundation to Year 2 | Drama | The Arts | F-10 curriculum

ACADRM031

Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama

literacy critical-creative ethical-understanding Elaborations ScOT Terms

ACADRM031 | Content Descriptions | Years 3 and 4 | Drama | The Arts | F-10 curriculum

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