Your search for "project based learning" returned 53 result(s)
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Reflection on learning Japanese - AT

In small groups, students were asked open-ended questions regarding their Japanese learning experience. Their responses were unrehearsed.

Reflection on learning Japanese - AT | Samples | Work samples | Resources

F-6/7 Humanities and Social Sciences - Year 4

Analysing Examine information to identify different points of view and distinguish facts from opinions (ACHASSI077) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI078) Evaluating …

F-6/7 Humanities and Social Sciences - Year 4 | Competencies and skills | Dimensions | Curriculum connections | Resources

Science - Year 4

Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064) Planning and conducting With guidance, plan and conduct scientific investigations …

Science - Year 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

F-6/7 Humanities and Social Sciences - Year 4

Questioning Pose questions to investigate people, events, places and issues (ACHASSI073) Researching Locate and collect information and data from different sources, including observations (ACHASSI074) Evaluating and reflecting Interact with others …

F-6/7 Humanities and Social Sciences - Year 4 | Responsibility and enterprise | Dimensions | Curriculum connections | Resources

HASS - Above satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and describes …

HASS - Above satisfactory - Year 4 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 4

This portfolio of student works shows that the student can recognise the significance of events in bringing about change (WS2, WS3) and the importance of the environment (WS6). The student explains how and why life changed in the past (WS3) and identifies …

HASS - Satisfactory - Year 4 | Portfolios | Work samples | Resources

Who are we? – ABOVE

Students answered a series of questions based on class data gathered and represented by the teacher as part of an interdisciplinary unit on Australian identity. They reflected on their learning experiences, including songs such as ‘I Am Australian’, and …

Who are we? – ABOVE | Samples | Work samples | Resources

Who are we? – AT

Students answered a series of questions based on class data gathered and represented by the teacher as part of an interdisciplinary unit on Australian identity. They reflected on their learning experiences, including songs such as ‘I Am Australian’, and …

Who are we? – AT | Samples | Work samples | Resources

Environmental investigation – ABOVE

Students investigated the impact of human activity on the environment. They listened to a teacher reading of ‘The Lorax’ by Dr Seuss and wrote a letter to the Once-Ler outlining their concerns about his intentions to commence production in their local …

Environmental investigation – ABOVE | Samples | Work samples | Resources

Environmental investigation – AT

Students investigated the impact of human activity on the environment. They listened to a teacher reading of ‘The Lorax’ by Dr Seuss and wrote a letter to the Once-Ler outlining their concerns about his intentions to commence production in their local …

Environmental investigation – AT | Samples | Work samples | Resources

Design project: Food - ABOVE

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - ABOVE | Samples | Work samples | Resources

Design project: Food - AT

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - AT | Samples | Work samples | Resources

Design project: Food - BELOW

Students investigated how to collect suitable materials for composting at their school to improve recycling, reduce waste and improve the productivity of the school kitchen garden. Students designed and produced drawings of a composting system for food …

Design project: Food - BELOW | Samples | Work samples | Resources

Design project: Water - ABOVE

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - ABOVE | Samples | Work samples | Resources

Design project: Water - AT

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - AT | Samples | Work samples | Resources

Design project: Water - BELOW

Students investigated water management systems in the school and made suggestions for design improvement, or offered alternative designs to solve perceived problems. They were required to submit a labelled diagram/drawing of their design idea including …

Design project: Water - BELOW | Samples | Work samples | Resources

Data project: Clean school - AT

Students collected, collated and recorded data about rubbish in an assigned area of the school. They represented data as a series of graphs and on a map. They enhanced the map by adding images and a key.

Data project: Clean school - AT | Samples | Work samples | Resources

Digital project: Rapunzel - ABOVE

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 - ABOVE | Samples | Work samples | Resources

Digital project: Rapunzel - BELOW

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 - BELOW | Samples | Work samples | Resources

Comparing countries – ABOVE

Students selected two countries, one in Africa and one in South America. With teacher guidance, they undertook a structured inquiry to identify and compare the geographical features of each country. Students recorded their word-processed findings and …

Comparing countries – ABOVE | Samples | Work samples | Resources

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