Your search for "questioning" returned 149 result(s)
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Interacting description

This sub-element describes how a student becomes increasingly proficient at active listening, strategic and respectful questioning and using language to share information and negotiate meaning and outcomes. Students interact across an increasing range …

Interacting | Speaking and listening | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Interpreting and representing data description

This sub-element describes how a student becomes increasingly able to recognise and use visual and numerical displays to describe data associated with statistical investigations, and to critically evaluate investigations by others. Making sense of data …

Interpreting and representing data | Statistics and probability | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Report Findings: Qualitative Data

Participating schools were asked to report against the project aims as part of their evaluation. This section provides a summary of their responses and outlines additional benefits of the project.

Report Findings: Qualitative Data | STEM Report | STEM | Resources

Unit 1 Essential English

Unit 1 focuses on students comprehending and responding to the ideas and information presented in texts drawn from a range of contexts. Students are taught a variety of strategies to assist comprehension. They read, view and listen to texts to connect, …

Unit 1 | Essential English | English | Senior secondary curriculum

Foundation to Year 2 Italian

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Years 7 and 8 Vietnamese

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Vietnamese, bringing with them an established capability to interact in different situations, …

Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Foundation to Year 2 Chinese

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum

Foundation to Year 2 Chinese

The nature of the learners Students will have some exposure to Chinese language and culture in the context of their family and community life. They are likely to have high oracy skills but low literacy skills in Chinese. In the school environment they …

Foundation to Year 2 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Achievement Standard English Foundation Year

Receptive modes (listening, reading and viewing) By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there …

Achievement Standard | Achievement Standard | Foundation Year | English | F-10 curriculum

Achievement Standard English Year 8

Receptive modes (listening, reading and viewing) By the end of Year 8, students understand how the selection of text structures is influenced by the selection of language mode and how this varies for different purposes and audiences. Students explain …

Achievement Standard | Achievement Standards | Year 8 | English | F-10 curriculum

Achievement Standard Italian Years 3 and 4

By the end of Year 4, students comprehend a range of spoken, written, and multimodal texts on familiar topics, including home life, friends and classroom activities. They use Italian to communicate and to interact, for example, to exchange greetings and …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 5 and 6

By the end of Year 6, students interact using spoken and written Italian to describe and give information about themselves, family, friends, home and school routines, experiences, interests, preferences and choices. They share aspects of their environment, …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Achievement Standard Italian Years 7 and 8

By the end of Year 8, students use spoken and written Italian to interact in a range of personal and social contexts. They describe or present people, places, events or conditions; discuss likes, dislikes and preferences; present information; recount …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Two-way science at Areyonga: investigating the health of local springs

Areyonga School is a Northern Territory government school located in a remote community 225 km west of Alice Springs in the Northern Territory on the traditional lands of the Pitjantjatjara people. It has an enrolment of 50 students, of whom 100% are …

Two-way science at Areyonga: investigating the health of local springs | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

St Felix Catholic Primary School

St Felix school staff studied the school data to find programs that would address the needs of the student cohort. The school employed a numeracy coordinator to assist teachers to develop strategies to teach the mathematics curriculum through the proficiencies. …

St Felix Catholic Primary School | Illustrations of practice | Mathematics proficiencies | Resources

Science - Energy transfer

At St Mary MacKillop College, a Year 8 Science teacher/Sustainability co-ordinator ensured that all students were engaged, supported and challenged during a practical investigation about the transference and transformation of energy and wind turbines. …

Science - Energy transfer | Illustrations of practice | Student diversity | Resources

Fire: a burning question

Gordonvale State High School is a government school located south of Cairns in Queensland on the traditional lands of the Malanbarra Yidinji people. It has an enrolment of 862 students, of whom 29% are Aboriginal and/or Torres Strait Islander. The school …

Fire: a burning question | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources

Science - Year 7

Questioning and predicting Formulate questions or hypotheses that can be investigated scientifically (ACSIS198) Planning and conducting Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect …

Science - Year 7 | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Foundation Year

Questioning and predicting Pose and respond to questions about familiar objects and events (ACSIS014) Planning and conducting Participate in guided investigations and make observations using the senses (ACSIS011)

Science - Foundation Year | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

Science - Year 1

Questioning and predicting Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024) Planning and conducting Participate in guided investigations to explore and answer questions (ACSIS025) Use informal measurements …

Science - Year 1 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

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