Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 36 result(s)
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HASS - Satisfactory - Year 5

This portfolio of student work shows that the student can describe the significance of people and events/developments in bringing about change (WS4, WS11). The student identifies the causes and effects of change on particular communities (WS4, WS9) and …

HASS - Satisfactory - Year 5 | Portfolios | Work samples | Resources

Digital Technologies - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks (WS3). The student can explain how digital systems …

Digital Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Australian colonies – AT

Students constructed climate maps to show the location of the major climate zones in Australia. Students then produced overlays for the maps to indicate key events from the colonial history of each state and territory along with indications of its main …

The Australian colonies – AT | Samples | Work samples | Resources

Travel itinerary – AT

Students were asked to produce a map depicting the position, distance and direction of places in the northern hemisphere relative to a location in eastern Australia. The map was to be presented as an itinerary for a potential round-the-world journey by …

Travel itinerary – AT | Samples | Work samples | Resources

Excursion report (Mackay Harbour) – AT

Students, as a class, developed a common set of inquiry questions about the nature and location of places in preparation for an excursion to Mackay Harbour, Queensland. The questions and information, including photographs of the site, were collated into …

Excursion report (Mackay Harbour) – AT | Samples | Work samples | Resources

Establishing a new colony – AT

Students investigated the early years of settlement of one Australian colony. Using sources provided by the teacher, and with the regular support of the teacher-librarian, they generated a series of inquiry questions to lead to the creation of a collection …

Establishing a new colony – AT | Samples | Work samples | Resources

Bushfire action plan – AT

Students were asked to write a bushfire action plan for their homes. Students examined digital and printed advice from rural fire authorities to identify key information and worked in consultation with their parents or carers to personalise the structure …

Bushfire action plan – AT | Samples | Work samples | Resources

Letter to the local government – AT

Students were presented with a geographical challenge associated with the use of a beach in their local area. Students researched the nature and causes of the issue, explored differing viewpoints and formulated possible solutions. They presented their …

Letter to the local government – AT | Samples | Work samples | Resources

Climate art gallery – AT

Students investigated the characteristics of three climate zones in Australia, including the relationship between climate and the nature, function or liveability of places in each zone. Students then created an artwork to visually represent each climate …

Climate art gallery – AT | Samples | Work samples | Resources

Gold rushes: wants and needs – AT

Students studied life on the nineteenth century gold fields from the perspective of the gold miners. They investigated the wants and needs of miners at the time, using teacher-selected source material, and made a comparison with present-day wants and …

Gold rushes: wants and needs – AT | Samples | Work samples | Resources

Digital project: Scratch game - AT

Students designed a game for a buddy using Scratch visual programming language. They selected a challenge from three options and defined the problem. They designed and implemented the digital solution and recorded their development process.

Digital project: Scratch game - AT | Samples | Work samples | Resources

Digital project: Rapunzel - AT

Students were presented with the problem of rescuing Rapunzel from the tower in 60 seconds. In teams, they designed, built and programmed a device that would allow the prince to safely rescue Rapunzel. They were asked to use tilt and motion sensors to …

Digital project: Rapunzel - AT | Samples | Work samples | Resources

Digital project: Learning tool - AT

Students collaboratively designed a learning tool featuring branching and repetition. The learning tool aimed to provide opportunities for players (Year 3 and 4 students) to explore, practise and apply mathematical concepts and skills (multiplication …

Digital project: Learning tool - AT | Samples | Work samples | Resources

Design and Technologies - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can describe competing considerations in the design of products, services and environments, taking into account sustainability (WS1, WS2, WS3). The student describes how design and technologies contribute …

Design and Technologies - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Arts: Dance - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can perform a variety of movements and dance sequences with control and accuracy (WS1, WS2). The student can choreograph using features of a site to influence dance pathways (WS1) and can use choreographic …

The Arts: Dance - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: Japanese - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use formulaic and modelled language (WS3) in classroom interactions to carry out transactions and to share or convey information (WS3, WS4, WS5, WS6) about daily routines, activities and events, …

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

Languages: Italian - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student interacts using spoken and written Italian to describe and give information (WS1) about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. The student …

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

The Arts: Media Arts - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can demonstrate how the story in a novel and their own ideas can be portrayed in a trailer they share with their class. The student can work collaboratively and reflect on how they considered audience …

The Arts: Media Arts - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

The Arts: Music - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student can use symbols and terminology to compose music with graphic notation. The student can perform in small group and class ensembles. They can use rhythm, pitch and expression in performances for audiences. …

The Arts: Music - Satisfactory - Years 5 and 6 | Portfolios | Work samples | Resources

Languages: French - Satisfactory - Years 5 and 6

This portfolio of student work shows that the student uses written and spoken French for classroom interactions (WS1) and transactions, and to exchange personal ideas, experiences and feelings. The student asks and answers questions in complete sentences …

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

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