Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 13 result(s)
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Health and Physical Education - Below satisfactory - Years 3 and 4

This portfolio of student work shows that the student can identify at least one strength to help them manage changes that are happening to them and identify one quality they would like to improve (WS6). They identify a limited number of factors that influence …

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

Health and Physical Education - Satisfactory - Years 3 and 4

This portfolio of student work shows that the student can explain how personal strengths can be used to support and manage changes that are happening for them and can identify personal qualities they would like to improve (WS6). The student can identify …

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

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

Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE

Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …

Demonstration, verbal and written response: Striking and fielding (T-Ball) - ABOVE | Samples | Work samples | Resources

Written response: Community connections - BELOW

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - BELOW | Samples | Work samples | Resources

Written response: Community connections - ABOVE

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - ABOVE | Samples | Work samples | Resources

Written response: Community connections - AT

As part of a unit of work on community connections, students learnt about how places in their local community were designed to promote physical activity. They visited a local playground near their school to conduct an audit of the types of resources available. Students …

Written response: Community connections - AT | Samples | Work samples | Resources

Demonstration, verbal and written response: Striking and fielding (T-Ball) - AT

Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …

Demonstration, verbal and written response: Striking and fielding (T-Ball) - AT | Samples | Work samples | Resources

Demonstration, verbal and written response: Striking and fielding (T-Ball) - BELOW

Students suggested what they wanted to learn about striking and fielding, which was recorded on camera for the teacher to use to develop lessons. Students became more familiar with the games sense approach using questioning and direct instruction to promote …

Demonstration, verbal and written response: Striking and fielding (T-Ball) - BELOW | Samples | Work samples | Resources

Analysis: Food and nutrition - ABOVE

Students learnt about the Australian Guide to Healthy Eating and its categories. They discussed influences on the food and drink people consume and what food is needed to stay healthy. Students were asked to record what they had eaten in the previous …

Analysis: Food and nutrition - ABOVE | Samples | Work samples | Resources

Analysis: Food and nutrition - AT

Students learnt about the Australian Guide to Healthy Eating and its categories. They discussed influences on the food and drink people consume and what food is needed to stay healthy. Students were asked to record what they had eaten in the previous …

Analysis: Food and nutrition - AT | Samples | Work samples | Resources

Analysis: Food and nutrition - BELOW

Students learnt about the Australian Guide to Healthy Eating and its categories. They discussed influences on the food and drink people consume and what food is needed to stay healthy. Students were asked to record what they had eaten in the previous …

Analysis: Food and nutrition - BELOW | Samples | Work samples | Resources

Response to stimulus: Managing emotions - ABOVE

As part of this unit of work on managing emotions, students learnt about how their emotional responses impact on other people’s feelings. The class discussed scenarios involving different emotions. Students were asked to describe the emotional responses …

Response to stimulus: Managing emotions - ABOVE | Samples | Work samples | Resources

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