Your search for "project based learning" returned 860 result(s)
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Elaboration (3) ACLHIU018

learning to talk about language and culture and how they are connected by responding to prompt questions such as आप क्या सोचते हैं … आपको क्यों लगता है कि लोग …?

Elaboration (3) | ACLHIU018 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLHIC021

interacting with each other to complete learning activities and check on understanding, for example, मुझे पैन दो। क्या यह सही है? अपने हिस्से का कार्य जल्दी समाप्त करो।

Elaboration (1) | ACLHIC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (4) ACLHIC039

reflecting on the process of learning and using Hindi in the classroom context, for example, मुझे हिंदी पढ़ना अच्छा लगता है लेकिन सबके सामने बोलने में झिझक होती है।

Elaboration (4) | ACLHIC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

Elaboration (2) ACLHIC093

monitoring progress during learning experiences, responding to each other’s contributions and expressing opinions and preferences, किसकी बारी है? यह बहुत कठिन लग रहा है। मैं फिर से शुरू करूंगा …

Elaboration (2) | ACLHIC093 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration (1) ACLHIU102

learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)

Elaboration (1) | ACLHIU102 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum

Elaboration ACLITU016

learning to choose which form of address or greeting to use, according to gender and the relationship between participants, for example, using first names with peers (Ciao Isabella) but greeting the teacher with Buongiorno signora; using Caro/Cara in …

Elaboration | ACLITU016 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration ACLITC049

comparing how Italian and English are used in learning to agree/disagree politely with others when questioning and evaluating, for example, (non) sono d’accordo. Anch’io. Secondo me non è vero/bello/giusto

Elaboration | ACLITC049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (2) ACLITC082

conveying ideas drawn from different areas of learning (such as health and nutrition, design, or biological science) to inform others, for example, Venite! Ascoltate e provate …! Usalo/a due volte al giorno e non te ne pentirai!

Elaboration (2) | ACLITC082 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Italian | Languages | F-10 curriculum

Elaboration (6) ACLJAU122

learning to describe the colour あお です。size おおきい です。 and shape まる です。of things

Elaboration (6) | ACLJAU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAU126

understanding that learning and using Japanese involves becoming familiar with some different ways of communicating, for example, いただきます、ごちそうさま, and also some ways of thinking about things and behaving that may be unfamiliar

Elaboration (1) | ACLJAU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC131

creating a display such as a chart, diorama, mini book or digital presentation to showcase elements of their Japanese language learning, for example, ぼく/わたし の ふでばこ、ぼく/わたし の かばん

Elaboration (1) | ACLJAC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC165

expressing their responses to learning and using Japanese, such as by detailing preferences, likes and dislikes in relation to aspects of the experience, for example, かんじはむずかしいですが、おもしろいです。

Elaboration (4) | ACLJAC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (3) ACLJAU175

learning to write words and phrases using both kana and kanji, for example, 大きい車(くるま)、小さい木

Elaboration (3) | ACLJAU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAC183

using reflective language to discuss the experience of learning and using Japanese, for example, ぶんぽうはちょっとむずかしいと思います。

Elaboration | ACLJAC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLJAC191

creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have …

Elaboration (2) | ACLJAC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum

Elaboration (1) ACLJAC021

further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)

Elaboration (1) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (4) ACLJAC021

discussing their language-learning experience, for example, 日本語はやさしいですね。かんじはむずかしいです。でも、おもしろいです。

Elaboration (4) | ACLJAC021 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration ACLJAU036

discussing ways in which learning Japanese can lead to new ways of thinking, behaving, or interpreting experience and values, for example, noticing and responding to demonstrations of politeness and respect through the softening of negative responses, …

Elaboration | ACLJAU036 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum

Elaboration (2) ACLKOC177

reflecting on ways people, places and experiences are expressed in imaginative texts, and comparing them with those expressed in own and peers’ work and in the work of artists or authors encountered in other learning areas such as the arts, English or …

Elaboration (2) | ACLKOC177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

Elaboration (2) ACLKOU185

using vocabulary to express some abstract ideas (for example, 과학적, 정보, 동의해요) or describe issues relating to technology, those drawn from other learning areas or environmental issues (for example, naming some popular Korean food, such as, 순두부 찌개, 불고기, …

Elaboration (2) | ACLKOU185 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Korean | Languages | F-10 curriculum

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