ahmedheakl/docatlas_instruct huggingface dataset:
- • the range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play and talk or other means of communication;
- • the carefully planned curriculum that helps each child to demonstrate a breadth of learning and development fully.

## Goals throughout EYFS

- • the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
- • the encouragement for children to communicate and talk about their learning, and to develop independence.
- • the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment;
- • the identification of the progress and future learning needs of children through high quality interaction and observations.

########## Three characteristics of effective learning

## Play and exploring

Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They have the opportunity to express fears or re-live anxious experiences in controlled and safe situations. We deliver learning for all of the areas through, purposeful play and learning experiences, with a balance of adult-led and child-initiated activities.

## Active Learning

Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning.

########## Creativity and Critical Thinking

Children should be given an opportunity to be creative through all areas of learning, not just through the arts. Adults can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning.

########## Transition to KS1

As outlined in the DfE EYFS profile, the main purpose of the profile assessment at the end of the EYFS is to support a successful transition to Key Stage 1 by informing the professional dialogue between EYFS and Year 1 teachers. At Mickleton School each child’s attainment levels against all ELGs are shared with the Year 1 teachers. We believe that this will inform Year 1 teachers about each child’s stage of development and learning needs, and help them to plan the Year 1 curriculum to meet the needs of all children.

6
Language and Listening

## Listening skills are vital for your child if he/she is to participate in the learning experiences presented to him/her in school.

Listening and speaking are key elements within the school curriculum. In all areas of learning your child will be encouraged to listen to spoken descriptions, questions, instructions and explanations, not only from the teacher but fellow pupils too.

Listening skills are essential for the learning environment at school not just in classroom activities, but also in social interactions as your child attends to others and participates in conversations.

Activities to help at home.

There are lots of ordinary everyday activities that can be used to encourage listening skills and language development.

- v Out walking and at the park
- v On holiday
- v Out shopping
- v Doing the washing
- v Cooking
- v Tidying up
- v Getting dressed
- v Making pictures
- v Story-telling and Rhymes

1
Учреждение при отсутствии электронного документооборота с применением электронной подписи представляет в финансовое управление документы-основания на бумажном носителе. Ответственность за достоверность представленных в финансовое управление документов-оснований несет учреждение. Документы-основания, в том числе их электронные копии, не подлежат хранению в финансовом управлении, в случае представления их на бумажном носителе возвращаются учреждению после санкционирования. 14.1. Учредитель осуществляет проверку Заявки и документов- оснований по следующим направлениям: соответствие расходов цели предоставления субсидии; соответствие содержания операции по оплате денежных обязательств на поставку товаров, выполнение работ, оказание услуг, аренды, исходя из документа-основания, содержанию текста назначения платежа, указанным в Заявке; соответствие указанных в Заявке реквизитов документов-оснований реквизитам, представленных к Заявке документов-оснований согласно требованиям подпункта 7 пункта 13 настоящего Порядка; непревышение указанного в Заявке авансового платежа предельному размеру авансового платежа, установленному нормативными правовыми актами Российской Федерации и Челябинской области, Еткульского муниципального района. В случае если Заявка не соответствует требованиям, установленным настоящим пунктом, учредитель возвращает учреждению не позднее рабочего дня, следующего за днем представления Заявки учреждением, один экземпляр Заявки на бумажном носителе с отметкой «Отказано». 15. При санкционировании оплаты денежного обязательства финансовое управление, осуществляет проверку Заявки и документов - оснований по следующим направлениям: 1) наличие указанного в Заявке кода видов расходов бюджета и кода субсидии в Сведениях; 2) соответствие указанного в Заявке кода видов расходов бюджета коду видов расходов бюджета, указанному в Сведениях по соответствующему коду субсидии; 3) соответствие содержания операции по оплате денежных обязательств на поставку товаров, выполнение работ, оказание услуг, аренды, исходя из документа - основания, содержанию текста назначения платежа, указанным в Заявке; 4) непревышение суммы, указанной в Заявке, над суммой остатка расходов по соответствующему коду видов расходов бюджета и соответствующему коду субсидии на отдельном лицевом счете; 5) соответствие указанных в Заявке реквизитов документов- оснований реквизитам, представленных к Заявке документов-оснований, согласно требованиям подпункта 7 пункта 13 настоящего Порядка;
Programming and Control
• continue to develop their understanding • continue to develop their understanding of how computer and technology works and how computers process instructions and commands, including the use of coding languages. To explore ways in which software can be • planned. To use assisted programing software to • create basic software which interacts with external controllers, and elements on screen, creating algorithms and using logic and calculations.	• to develop an understanding of • to develop an understanding of how technology works, with a focus on developing computational thinking. Understand that software relies on codes to • run and that a range of different coding languages exist. Explore different ways in which computer • software can be planned. Use a range of assited programing software • (e.g Scratch and/or Kodu) to plan, design and create basic software (for example a simple game), which interact with external controllers (e.g. keyboard and/or mouse). Using the software control the movement and responses of different elements on screen. Use visual programing based software to • plan, design and create basic non-game software which use logic, algorithms and calculations. (e.g. use scratch to create an interactive maths quiz for a KS1 child)
Modelling and Simulations
• understand that ICT allows for situations • understand that ICT allows for situations to be modelled, or those which it would be impractical to try out in real life and investigate the effect of changing variables in these simulations. Know that simulations are often guided by • hidden rules To use software to model 3D objects. •	• software to create models of 3D • software to create models of 3D objects, landscapes or items. Explore a range of increasingly complex • simulations, exploring the effect of changing variables and recording the results.
Assistive Technology tool	What is it?	How can I use it?
PowerPoint Live Captioning	PowerPoint for Microsoft 365 can transcribe your words as you present and display them on- screen as captions in the language you are speaking, or as subtitles translated to another language. This can help accommodate individuals in the audience who may be deaf or hard of hearing, or more familiar with another language, respectively. There are also position, size, color, and other appearance options for the captions and subtitles to accommodate different environments and audience needs. For best results it is recommend that you use a headset microphone connected to the device running PowerPoint. Also, the feature requires a reliable internet connection throughout your presentation. This PowerPoint explains the steps to set up and use Live Captioning in PowerPoint. https://www.youtube.com/watch?v=ocQopb1Bp94&t=1s&ab_channel=ICAM Microsoft Tutorial Video How to use PowerPoint captions and subtitles to present more inclusively	In the sessions, when sharing slides, so that spoken words are translated as captions for the audience in their preferred language. It can cater for a range of languages in the audience if each participant’s device is set up beforehand with their preferred language.
Edge	Edge is Microsoft's web browser i.e it can be used to search the internet and it incorporates Microsoft features such as Immersive Reader. This PowerPoint explains the steps to set up and use Edge browser so you can read aloud text from the internet. Microsoft Tutorial Video How to use the Immersive Reader in the Microsoft Edge browser	In the sessions, or to support families with research, to share how Immersive Reader works within Edge to read the text on the screen.
OneNote	A free note-taking program for free-form information gathering and multi-user collaboration. It gathers users' notes, drawings, screen clippings, and audio commentaries. Notes can be shared with other OneNote users over the Internet or a network. Teacher guide to OneNote http://onenoteforteachers.com/en- us/guides/Getting%20started%20with%20OneNote%20for%20Windows%2010	To help organize, tag individuals, ink onto documents, use mixed media. To share notes with participants or fellow facilitators.

ICAMcsr Small Group Workshops Primary / 2022
FOR IMMEDIATE RELEASE

# Alfred Music Releases New Suzuki Violin Recordings by Hilary Hahn

The International Suzuki Association, in conjunction with Alfred Music, is pleased to announce the highly anticipated recordings of the Suzuki Violin School, Volumes 1–3 by internationally renowned violinist, Hilary Hahn in collaboration with pianist Natalie Zhu. The new recordings will be available spring 2020. The ISA Violin Committee is grateful to Hilary for her exacting standards during the recording sessions. She brought tremendous energy, artistry, and dedication to bear in all aspects of this recording. Hilary expressed many times to the Committee her delight in revisiting these pieces from her childhood, and the opportunity to make a lasting contribution to the world-wide Suzuki community. These are recordings that students, parents, and teachers will enjoy listening to for years to come. Ms. Hahn said, "I was delighted to be asked to record Suzuki violin Books, 1–3. During the sessions, I thought about the current and future students, their parents and teachers who would hear these recordings. I’m moved to be part of their experiences with the violin. These pieces were played with love and care, and I hope Suzuki violinists will enjoy listening to this music every day.” The new recordings will replace all existing ones associated with the Suzuki Violin School International Editions, available as: Violin Part Book, Piano Accompaniment Book, Violin Part Book & CD, and CD only. Listening tracks that include violin and piano appear first on the CD followed by piano accompaniment only tracks for play-along purposes. Upon release, recordings will also be available for teaching and practice purposes on SmartMusic.

## ABOUT HILARY HAHN

Three-time Grammy Award-winning violinist Hilary Hahn matches expressive musicality and technical expertise with a diverse repertoire guided by artistic curiosity. Her barrier-breaking attitude towards classical music and her commitment to sharing her experiences with a global community have made her a fan favorite. Hahn is a prolific recording artist and commissioner of new works. She is taking a year-long sabbatical over the 2019-20 concert season; she will return to performing in September 2020. Hahn’s 2018-19 season revolved around the music of Bach, a constant in her musical life. Upon her admission to the Curtis Institute of Music at the age of ten, Hahn dedicated part of nearly every lesson to solo Bach; at 17 she made her recording debut with Hilary Hahn Plays Bach, consisting of three of Bach’s pinnacle works for solo violin. In October 2018, she released the remaining three of the same set of pieces after two decades of anticipation from fans and critics alike, bringing her relationship to this music full circle with a worldwide solo Bach recital tour. The season was also dedicated to another mainstay of Hahn’s artistic practice: collaboration. In 2019, Hahn premiered two new works written for her: Einojuhani Rautavaara’s Two Serenades for violin and
Cross Country January 2022 King Alfreds The Stats Total Athletes: 437 Number of Girl Athletes: 197 Number of Boy Athletes: 240 Total Schools Entered: 17

School
Наименование объекта воздействия

Суммарно по объектам воздействия природопользователя

ИТОГО

Предложения по нормативам ДВ (ВДВ)
20__ год	20__ год	20__ год	20__ год	20__ год	20__ год
г/с	т/год	г/с	т/год	г/с	т/год	г/с	т/год	г/с	т/год	г/с	т/год
15	16	17	18	19	20	21	22	23	24	25	26
Наименование объекта воздействия

Суммарно по объектам воздействия природопользователя

IX. Обращение с отходами производства Баланс отходов Таблица 23

Номер строки	Операция	Степень опасности и класс опасности опасных отходов	Факти- ческое коли- чество отходов, т/год	Прогнозные показатели образования отходов, тонн
20__ год	20__ год	20__ год	20__ год	20__ год	20__ год	20__ год	20__ год	20__ год	20__ год
1	2	3	4	5	6	7	8	9	10	11	12	13	14
1	Образование и поступление отходов от других субъектов хозяйствования	1
2	11
3	12
4	2
5	3
6	4
7	Неопасные
8	С неустановленным классом опасности
9	ИТОГО образование и поступление
10	Передача отходов другим субъектам хозяйствования с целью использования и (или) обезвреживания	1
11	11
12	12
13	2
14	3
15	4
16	Неопасные
17	ИТОГО передано отходов
18	Обезвреживание	1
## Declaraţie pe propria răspundere

Subsemnatul/Subsemnata, ………………………………………, domiciliat(ă) în ……………………………, str. ………………………………., nr. ………bl. ……..sc …...ap. .., judeţul/sectorul ………………………., legitimat(ă) cu ………… seria …………., nr.………, CNP ……………………………., încadrat(ă) la …………………………………………………... declar pe propria răspundere că nu desfășor activităţi incompatibile cu demnitatea funcţiei didactice si nu am fost îndepărtat/ă din învăţământ pentru motive disciplinare sau printr-o hotărâre judecătorească definitivă de condamnare penală. Întocmită într-un exemplar, pe propria răspundere, cunoscând că declaraţiile inexacte sunt pedepsite conform legii.

Data ………………………….. Semnătura, ………………………...
Imię i nazwisko ………………………………………………………………………… Numer telefonu: ………………………………………………………………………
# For Love of Dance

## Birthday Party Application

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Name of Child: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Age on Birthday: \_\_\_\_\_\_\_\_ 1st 2nd Requested Date of Party: Choice \_\_\_\_\_\_\_\_\_\_\_\_ Choice \_\_\_\_\_\_\_\_\_\_\_\_\_ 1st 2nd Requested Time of Party: Choice \_\_\_\_\_\_\_\_\_\_\_\_ Choice \_\_\_\_\_\_\_\_\_\_\_\_\_ Total # of guests: \_\_\_\_\_\_\_\_ # of Children \_\_\_\_\_\_\_\_ # of Adults \_\_\_\_\_\_\_\_\_ Age range of guests: \_\_\_\_\_\_\_\_ Please indicate if you are interested in a standard or customized party and include one or two of your child’s favorite characters, shows, or songs.

Parent/Caregiver Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Address: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Primary Phone #: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Secondary Phone #: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Email Address: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
- - 2017 yılı içerisinde Fakültemiz kadrosunda görevli idari personel, öğretim üyesi, Öğretim Görevlisi bulunması nedeniyle personel gideri ve Sosyal Güvenlik Kurumuna devlet primi gideri, yolluk gideri hizmet alım gideri, tüketime yönelik mal ve malzeme alım gideri gerçekleşmiştir.

İlahiyat Fakültesi 2017 yılı bütçe giderleri bütçe başlangıç ödeneğine göre % 111,93 oranında gerçekleşmiştir.

- 1.2- Bütçe Gelirleri

2017 BÜTÇE BAŞLANGIÇ ÖDENEĞİ	2017GERÇEKLEŞME TOPLAMI	GERÇEKLEŞME ORANI
TL	TL	%
Bütçe Gelirleri Toplamı
02-Vergi Dışı Gelirler
03- Sermaye Gelirleri
04-Alınan Bağış ve Yardımlar

- - 2017 yılında Fakültemize ait gelir bulunmamaktadır.

##### 2.Temel Mali Tablolara İlişkin Açıklamalar

Bu başlık altında, birimimizin açıklanmasını gerekli gördüğü başka hususlar bulunmamaktadır.

##### 3.Mali Denetim Sonuçları

Bu başlık altında, birimimizin açıklanmasını gerekli gördüğü başka hususlar bulunmamaktadır.

##### 4.Diğer Hususlar

Bu başlık altında, birimimizin açıklanmasını gerekli gördüğü başka hususlar bulunmamaktadır.

- B.Performans Bilgileri

GEÇİCİ MADDE 2- (1) Kamu idareleri ilk performans programlarını hazırladıkları yıla kadar, faaliyet raporlarının performans bilgileri bölümünde sadece faaliyete ve projelere ilişkin bilgilere yer verirler.

##### 1.Faaliyet ve Proje Bilgileri

Bu başlık altında, faaliyet raporunun ilişkin olduğu yıl içerisinde yürütülen faaliyet ve projeler ile bunların sonuçlarına ilişkin detaylı açıklamalara yer verilecektir.

##### 1.Faaliyet ve Proje Bilgileri

Bu başlık altında, faaliyet raporunun ilişkin olduğu yıl içerisinde yürütülen faaliyet ve projeler ile bunların sonuçlarına ilişkin detaylı açıklamalara yer verilecektir.
should be established through a dedicated ‘REPowerEU chapter’ of the recovery and resilience plans.	investments should be established through a dedicated ‘REPowerEU chapter’ of the recovery and resilience plans.

Amendment 6 Proposal for a regulation Recital 6

Text proposed by the Commission	Amendment
(6) The REPowerEU chapter should include new reforms and investments contributing to the REPowerEU aims. Furthermore, that chapter should contain an outline of other measures, financed from sources other than the Recovery and Resilience Facility, contributing to the energy-related objectives outlined in recital (3). The outline should cover measures whose implementation should take place between 1 February 2022 to 31 December 2026, the period during which the objectives set by this Regulation are to be achieved. As regards natural gas infrastructure, the investments and reforms of the REPowerEU chapters to diversify supply away from Russia should build on the needs currently identified through the assessment conducted and agreed by the European Network of Transmission System Operators for Gas (ENTSOG), established in the spirit of solidarity as regards security of supply and take into account the reinforced preparedness measures taken to adapt to new geopolitical threats. Finally, the REPowerEU chapters should provide an explanation and a quantification of the effects of the combination of the reforms and investments financed by the Recovery and Resilience Facility and the other measures financed by other sources than the Recovery and Resilience Facility.	(6) The REPowerEU chapter should include new reforms and investments contributing to the REPowerEU aims. Furthermore, that chapter should contain an outline of other measures, financed from sources other than the Recovery and Resilience Facility, contributing to the energy-related objectives outlined in recital (3). The outline should cover measures whose implementation should take place between 1 February 2022 to 31 December 2026, the period during which the objectives set by this Regulation are to be achieved. As regards natural gas infrastructure, especially LNG, the investments and reforms of the REPowerEU chapters to diversify supply away from Russia should build on the needs currently identified through the assessment conducted and agreed by the European Network of Transmission System Operators for Gas (ENTSOG), established in the spirit of solidarity as regards security of supply, take into account the reinforced preparedness measures taken to adapt to new geopolitical threats and accordingly be limited to a maximum of EUR 10 billion of the total amount of resources for REPowerEU, excluding the revenues generated by the EU Emissions Trading System (EU ETS). Finally, the REPowerEU chapters should provide an explanation and a quantification of the effects of the combination of the reforms and investments financed by the Recovery and Resilience Facility and the other
Приложение УТВЕРЖДЕН постановлением администрации муниципального образования город Новороссийск от \_\_\_\_\_\_\_\_\_\_\_\_\_\_ № \_\_\_\_\_\_\_\_

ПЕРЕЧЕНЬ муниципальных услуг, предоставление которых осуществляется по принципу «одного окна» в государственном автономном учреждении Краснодарского края «Многофункциональный центр предоставления государственных и муниципальных услуг Краснодарского края»

№ п/п
1.
# SCHEDA DI PROGETTAZIONE DISCIPLINARE

DISCIPLINA	PIANOFORTE
AMBITO	ARTISTICO MUSICALE

NUCLEI FONDANTI Contenuti	CONOSCENZE	ABILITA’	COMPETENZE	MODALITA’ DI EROGAZIONE DELLA DIDATTICA
Nozioni fondamentali della didattica pianistica articolazione rilassamento peso del braccio e postura	Melodie del repertorio classico/leggero in forma semplificata	Buona lettura delle note e buona impostazione delle mani sulla tastiera	Esecuzioni di melodie nella tonalità del Do e del Sol e del Re.. studio delle scale di do e sol, Re con i relativi accordi	ü IN PRESENZA MISTA (cid:0) (cid:0) ü DDI
(cid:0) PRESENZA (cid:0) PRESENZA MISTA (cid:0) DDI (cid:0)
(cid:0) PRESENZA (cid:0) PRESENZA MISTA (cid:0) DDI (cid:0)

NUCLEI FONDANTI Contenuti	Metodologie	Strumenti	Verifiche	Tempi
ü lezione dialogata ü lavoro in coppie di aiuto lavoro di gruppo per fasce di livello lavoro di gruppo per fasce eterogenee lavoro del gruppo classe coordinato dall’insegnante lavoro di gruppo a classi aperte brain storming problem solving discussione guidata attività laboratoriali	Libri di testo ü Testi didattici di supporto Biblioteca di classe ü Schede predisposte dall’insegnante Drammatizzazione Computer Uscite sul territorio Visite guidate Giochi ü Sussidi audiovisivi Esperimenti	ü Prove scritte strutturate Prove scritte semistrutturate Relazioni ü Esercizi ü Elaborati grafici Colloquio	(cid:0) ANNO SCOL. (cid:0) ANNO SCOL. ü I QUADRIMESTRE II QUADRIMESTRE (cid:0)
(cid:0) ANNO SCOL. (cid:0) ANNO SCOL. I QUADRIMESTRE (cid:0) II QUADRIMESTRE (cid:0)