Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 33 result(s)
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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

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

Animales de Venezuela – AT (Spanish 5-6)

Students built on their understanding of animals, describing their characteristics, habitat, what they eat and what they can do. Students used sentence constructions with present tense verbs, adjectives, adverbs, conjunctions, prepositions, plural forms, …

Animales de Venezuela – AT (Spanish 5-6) | 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

Conversation and discussion

Students in this class include those from both a F-10 and a 7-10 sequence of learning Spanish. Tasks are differentiated to allow for these learning experiences. In tasks such as a guided conversation, the questions are tailored to reflect these differences. Students …

Conversation and discussion | 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

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

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

House of my dreams – AT

Students learnt the names of the rooms of the house and participated in various activities such as songs, videos, reading books and examining features of houses. Students used scaffolded examples to draw the house of their dreams, including rooms and …

House of my dreams – AT | Samples | Work samples | Resources

Interaction in Spanish – AT

Students learnt how to talk about and share information about their personal worlds. They learnt how to respond to questions and elaborate on answers using a variety of vocabulary, grammatical structures and communication strategies. In this task, students …

Interaction in Spanish – AT | Samples | 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

La tienda española – AT

Students brainstormed different types of shops and translated items that might be for sale in each shop using Spanish word lists and dictionaries. They also watched a video about Spanish interrogatives and practised greetings and the intonation used when …

La tienda española – AT | Samples | 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 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 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 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

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 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

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

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

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