Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 198 result(s)
Sort by Relevance | Title | Type |
...

Ma vie a tellement changé - AT

Students had studied a unit of work on their personal world which included past and present activities, daily life and childhood memories.  They learnt the language to enable them to reflect on past experiences and text structures appropriate to this …

Ma vie a tellement changé - AT | Samples | Work samples | Resources

Analysis essay - AT

Students studied the use of film techniques and conventions to communicate meaning in a film genre. They watched and analysed Alfred Hitchcock’s Psycho (1960) through student-led small group class discussion and analysis tasks based on production elements, …

Analysis essay - AT | Samples | Work samples | Resources

Reflection on learning about daily life and school routine in Japan - AT

The student had completed a module of work on daily life and school routine in Japan where they learned the vocabulary, grammar, sentence structures and expressions needed to discuss the topic in Japanese. The student also researched and discussed the …

Reflection on learning about daily life and school routine in Japan - AT | Samples | Work samples | Resources

Cultures in conjunction - BELOW

Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present.  They began …

Cultures in conjunction - BELOW | Samples | Work samples | Resources

Style: Hip-hop - BELOW

Students were asked to choreograph a dance that explored the stylistic features and culture of hip-hop in a five-week unit.  They worked collaboratively in pairs to manipulate and combine the elements of dance, choreographic devices, form and production …

Style: Hip-hop - BELOW | Samples | Work samples | Resources

My summer holidays dairy entries - AT

Students had learnt about plain form and past plain form and how to write diary entries and sequence events. In this task, students were asked to reflect on their summer holidays and write 2-3 separate diary entries for 2-3 days or events recounting …

My summer holidays dairy entries - AT | Samples | Work samples | Resources

Cultures in conjunction - ABOVE

Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present.  They began …

Cultures in conjunction - ABOVE | Samples | Work samples | Resources

Cultures in conjunction - AT

Students analysed conjunctions between art forms and artists across time and cultures. They explored the ways that Asian art influenced the West in the past, and the ways that Western art has influenced contemporary Asian art in the present.  They began …

Cultures in conjunction - AT | Samples | Work samples | Resources

Investigation: Sustainable design - ABOVE

Students researched the social and ethical challenges for society associated with modern industrial and commercial manufacture of consumer goods. They identified the consumer behaviours associated with increases in environmental impact and explained how …

Investigation: Sustainable design - ABOVE | Samples | Work samples | Resources

Investigation: Sustainable design - BELOW

Students researched the social and ethical challenges for society associated with modern industrial and commercial manufacture of consumer goods. They identified the consumer behaviours associated with increases in environmental impact and explained how …

Investigation: Sustainable design - BELOW | Samples | Work samples | Resources

Written response: Decision-making - AT

Students participated in a unit about making decisions in relation to issues and challenges that young people might face; for example, drugs, alcohol, or a friend they are worried about. They were asked to write an evidence-based extended response in …

Written response: Decision-making - AT | Samples | Work samples | Resources

Demonstration, verbal and written response: Tactics - BELOW

The teacher taught a five-week unit which included striking and fielding, target, net/court and invasion games. Handball was a small part of an overall unit of work which involved students demonstrating their skills and their understanding of tactics. Students …

Demonstration, verbal and written response: Tactics - BELOW | Samples | Work samples | Resources

Investigation: Secure networks - BELOW

Students created and presented a presentation to educate and inform users about data, network communication and security. They identified and described the purpose and components of two different networks, then selected one and created a network topology …

Investigation: Secure networks - BELOW | Samples | Work samples | Resources

Writing Task - Être en forme, Chez le médecin - AT

Students had completed a module of work on health and had learnt the vocabulary, grammar, sentence structures and idiomatic language to be able to discuss how to become and remain physically and mentally healthy, including eating and exercise habits, …

Writing Task - Être en forme, Chez le médecin - AT | Samples | Work samples | Resources

Investigation: Secure networks - AT

Students created and presented a presentation to educate and inform users about data, network communication and security. They identified and described the purpose and components of two different networks, then selected one and created a network topology …

Investigation: Secure networks - AT | Samples | Work samples | Resources

Fluency

In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …

Fluency | Portfolios | Mathematics proficiencies | Resources

Problem-Solving

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …

Problem-Solving | Portfolios | Mathematics proficiencies | Resources

Reasoning

In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …

Reasoning | Portfolios | Mathematics proficiencies | Resources

Sort by Relevance | Title | Type |
...