Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 131 result(s)
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Health and Physical Education - Above satisfactory - Years 3 and 4

This portfolio of student work shows that the students explain how personal strengths can support and shape their identity (WS6). Students identify qualities they would like to improve and how, by improving this quality, they can overcome challenges (WS6). …

Health and Physical Education - Above satisfactory - Years 3 and 4 | Portfolios | Work samples | Resources

Languages: Chinese - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can use spoken and written Chinese in simple personal interactions with familiar participants (WS1) about self, family (WS2), people, places, routine, school life, and own interests and preferences …

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

Information and Communication Technology Capability - Level 3 (Years 3 and 4)

Typically by the end of Year 4, students: Collaborate, share and exchange use appropriate ICT tools safely to share and exchange information with appropriate known audiences

Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Respectful relationships | Dimensions | Curriculum connections | Resources

Information and Communication Technology Capability - Level 3 (Years 3 and 4)

Typically, by the end of Year 4, students: Understand computer mediated communications understand that computer mediated communications are directed to an audience for a purpose Identify the impacts of ICT in society identify the value and role of …

Information and Communication Technology Capability - Level 3 (Years 3 and 4) | Knowledge and understanding | Dimensions | Curriculum connections | Resources

Health and Physical Education - Years 3 and 4

Year 4 Personal, social and community health Being healthy, safe and active Content descriptions with elaborations Explore how success, challenge and failure strengthen identities (ACPPS033) examining factors that support personal achievement and …

Health and Physical Education - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Design project: Food - AT

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - AT | Samples | Work samples | Resources

Science - Years 3 and 4

Year 3 Science understanding Biological sciences Content descriptions with elaborations Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044) sorting living and non-living things …

Science - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Drama - Years 3 and 4

Sharing artworks through performance, presentation or display Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama (ACADRM033) Responding …

Drama - Years 3 and 4 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Design project: Food - ABOVE

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - ABOVE | Samples | Work samples | Resources

Presentation: Working safely - AT

Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.

Presentation: Working safely - AT | Samples | Work samples | Resources

Presentation: Working safely - ABOVE

Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.

Presentation: Working safely - ABOVE | Samples | Work samples | Resources

Presentation: Working safely - BELOW

Students have collected evidence of safe and skilful use of technologies in a range of design tasks and recorded this in a presentation template provided by the teacher.

Presentation: Working safely - BELOW | Samples | Work samples | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

F-6/7 HASS (Geography sub-strand) Year 4 The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090) The importance of environments, including natural vegetation, to animals and people (ACHASSK088) The …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Conservation and sustainability | Dimensions | Curriculum connections | Resources

Dance - Years 3 and 4

Sharing artworks through performance, presentation or display Perform dances using expressive skills to communicate ideas, including telling cultural or community stories (ACADAM007) Responding to and interpreting artworks Identify how the elements …

Dance - Years 3 and 4 | Multimedia dimensions | Dimensions | Curriculum connections | Resources

Design project: Food - BELOW

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - BELOW | Samples | Work samples | Resources

F-6/7 Humanities and Social Sciences - Years 3 and 4

Year 3 Knowledge and understanding Geography Content descriptions and elaborations The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of people who live there and people’s …

F-6/7 Humanities and Social Sciences - Years 3 and 4 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

Machinima: Rowan of Rin – BELOW

As a summative task in an English and Media Arts unit, students were required to recreate aspects of one of the novels in the Rowan of Rin series by Emily Rodda, using the digital game Minecraft and the production technique of machinima, which involves …

Machinima: Rowan of Rin – BELOW | Samples | Work samples | Resources

Machinima: Rowan of Rin – ABOVE

As a summative task in an English and Media Arts unit, students were required to recreate aspects of one of the novels in the Rowan of Rin series by Emily Rodda, using the digital game Minecraft and the production technique of machinima, which involves …

Machinima: Rowan of Rin – ABOVE | Samples | Work samples | Resources

Machinima: Rowan of Rin – AT

As a summative task in an English and Media Arts unit, students were required to recreate aspects of one of the novels in the Rowan of Rin series by Emily Rodda, using the digital game Minecraft and the production technique of machinima, which involves …

Machinima: Rowan of Rin – AT | Samples | Work samples | Resources

Self-introduction - AT

Students had learnt about pronunciation of French vowels and the language associated with self-introduction. In this task, students were asked to create a simple written introduction about themselves and record orally in the form of a video using ICT …

Self-introduction - AT | Samples | Work samples | Resources

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