zilongwang/ReadingBank huggingface dataset:
OVERPORT PRIMARY SCHOOL YEARLY OVERVIEW – Foundation/Prep TERM 1 TERM 2 TERM 3 TERM 4 ENGLISH Phonics and word Graphemes: B,bb as in balloon A as in apple K,c,q,ck,x as in kite E as in egg Graphemes: Follow National Edition of Sound Waves Overview: H as in house W as n web ch as in chicken sh as in Graphemes: Follow National Edition of Sound Waves Overview: t as in at, mat d as in sad, Dad n as in in, and, fan Graphemes: Follow National Edition of Sound Waves Overview: th as in think, thin qu as in quit, quick ff as in off, puff Grammar Verbally correcting sentences; Correct sentence structure Explaining correct Verbally correcting sentences; Correct sentence structure Explaining correct Verbally correcting sentences; Correct sentence structure Explaining correct tense Begin Introducing: Nouns and Adverbs Adjectives 1 & 2 VCOP Capital letters Full Question Level 1, 2, 3 VCOP Capital letters Full stops Question mark Commas Exclamation marks Level 1,2,3,4 VCOP Capital letters Full stops Question mark Commas Exclamation marks Ellipses Apostrophe Talking Level 1,2,3,4 VCOP Capital letters Full Question mark Commas Exclamation marks Ellipses Apostrophe Talking marks Writing Genres . Personal Writing Report writing Persuasive Writing Recount Writing Narrative Explanation Procedural Explanation Narrative Report, procedural, persuasive Personal Strategies Menner) Activating knowledge Visualising Making connections Questioning Inferring Activating prior knowledge Visualising Making connections Questioning Inferring Determining important Synthesizing Activating prior knowledge Visualising Making connections Questioning Inferring Determining important ideas Synthesizing Fluency Activating knowledge Visualising Making connections Questioning Inferring Determining important Synthesizing Fluency Vocabulary Reading Strategies Menner) Directionality Tracking Picture cues Predicting words Skipping Word Analogy Directionality Tracking Picture cues Predicting Skipping Word Analogy Chunking Directionality Tracking Picture cues Predicting words Skipping Word Analogy Chunking Self-correction Directionality Tracking Picture cues Predicting words Skipping Word Analogy Chunking Self-correction Reading on Re-reading Speaking and listening Understand that people communicate in different ways Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school Recognise rhymes, syllables and sounds (phonemes) in spoken words Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others
Number of students (M.Phil./ Ph.D.) At the beginning of the year Registered during the year Completed during the year M.Phil Ph.D. NUMBER of books/ research papers published/ presented at seminars/ conferences etc, in 2014-15: International National Local Impact factor Peer reviewed journals Non-reviewed journals E-journals Conference proceedings Books with ISBN Books without ISBN Chapters in books with ISBN Research projects taken up in 2014-15: Title of the Project Name of the funding agency Duration Details of Seminars, Conferences, Symposia organized during the year: Patents taken, if any, during the year; give a brief description: Membership of Professional Bodies, Editorship of Journals etc, during the year: Extension Work/Community Service
11C AP Curriculum Similar non-fiction texts with FS texts also Focus AP Writing letters to employers Careers Comprehension/reciprocal reading S & L videoed for FS. As above but scaffolded Mock FS reading paper Part of GCSE Paper 1 (abridged) Focus on FS questions Writing Planning around bullet points Generating ideas Grammar for writing Planning for GCSE – easy strategies. As above – preparing for GCSE Paper 1 Strategies for approaching difficult texts Context and how to use it Personalised learning dependent on the student’s achievement to date.
1/20 “ and the European Union,” Tom Doleys, Assistant Professor of Political Science, KSU 1/27 “Idols of the Forum: Public intellectuals in and Eastern Europe since 1989,” Sorin Matei, Associate Professor of Communication, 1/27 – 3/3 “Invisible Body, Conspicuous Mind,” Contemporary Art Exhibit curated by Lara Taubman 2/3 “Romanian Public Administration: From Communism to Democracy,” Lucica Matei, Dean, Faculty of Public Administration, of Political Studies & Public Administration, 2/14-18 Romanian Film Festival, every evening at 5:00 pm in SO 1019 2/17 “Religion and Politics in Post-Communist ,” Lavinia Stan, Professor of Religion & Politics, , , 2/24 “From American Dream to Ethnic Hate: A Comparison of Romanian Immigration to and European Union,” Darina Lepadatu & Cristina Gheroghiu- Stephens, Dept. of Sociology and Criminal Justice, KSU 3/17 "Dysfunctional Post-Communist Societies: The Romanian Case—Past, Present, and Future?" Paul E. Michelson, Distinguished Professor of History, 3/23-25 “Waxing West” a reading from the play by Savania Stanescu, KSU New Works & Ideas festival, Black Box Theatre, Wilson Annex, 8:00PM 3/24 “Internationalism and the Politics of Faith in Richard Wurmbrand's Work,” Codrina Cozma, PhD, Department of English, 3/31 “From Orphans to Citizens: The State of the Romanian Child Protection System Twenty Years On,” Marian Negoita, Lecturer, Sociology, UC Davis 4/7 “The Gipsy Problem”: Human Rights and Ethnic Minorities in ,” Darina Lepadatu, Department of Sociology and Criminal Justice, KSU and (co-author) Cristina Otovescu- Frasie, 4/14 “’s Famous Painted Monasteries: History, Art and the Christian Orthodox Religion,” Dr. Chesarie Bertea, St. Constantine and Elena Romanian Orthodox Church of Lilburn and Fr. Nicolae Clempus, St. Mary Romanian Orthodox Church of Dacula 4/26-27 “Doing Business in Romania Conference” in collaboration with the Romanian Embassy in Washington, DC, the US Embassy in , and the American Chamber of Commerce in
Yearly Overview- Year One- Music This overview is a suggested format for grouping and delivering CK content. Areas to cover Elements Listening Works Listen for… Songs Autumn One Rhythm and Sound Recognise a steady beat; begin to play a steady beat. Recognise that some beats have accents (stress). Move responsively to music (marching, walking, hopping, swaying, etc.). Guitar Victor Herbert, ‘March of the Toys’ from Babes in Toyland Herbert: Low instruments marking the pulse while higher instruments play the melody. The Bear Went Over the Mountain Bingo The Farmer in His Den My Bonnie Lies over the Ocean Pop! Goes the Weasel Here We Go Round the Mulberry Bush Autumn Two Rhythm and Sound Recognise short and long sounds. Discriminate between fast and slow. Piano Pyotr Tchaikovsky, ‘The Nutcracker’ Tchaikovsky: Fast dance music with strong accents. The Hokey Cokey Hush, Little Baby If You’re Happy and You Know It Jingle Bells Head, Shoulders, and Toes Kumbaya (also Kum Ba Ya) London Bridge is Falling Down Spring One Playing with Sounds Discriminate between obvious differences in pitch: high and low. Trumpet Camille Saint-Saëns, Carnival of the Animals Saint-Saëns: Differences in pitch when listening to the Elephant piece followed by the Aviary. One Man Went to Mow Old MacDonald Had A Farm Row, Row, Row Your Boat The Muffin Man This Old Man Twinkle Twinkle Little Star The Wheels on the Bus Spring Two Playing with Sounds Discriminate between loud and soft. Flute Edvard Greig, ‘Morning Mood’ and ‘In the Hall of the Mountain King’ from Peer Gynt Greig: Grieg’s ‘In the Hall of the Mountain King’ is a good work to illustrate dynamics (loud and quiet), as well as tempo (slow and fast). Eensy, Weensy Spider Five Little That I Once Knew Happy Birthday to You Head, Shoulders, Knees and Toes How Much is that Doggie in the Window? There Was an Old Woman Who Swallowed a Fly
Slide 18 This graph shows the age and gender of people sentenced for culpable driving causing death in the five years to 30 June 2015. Suggested student activities Discussion What generalisations can be made about the length of imprisonment given to men and to women for culpable driving causing death? Is there anything about the figures, proportions, or trends that surprises you? Considering what constitutes the crime of culpable driving causing death, do you think the average length of imprisonment adequately reflects the crime? Discuss your opinion with your classmates.
Slide 23 Suggested student activities Discussion Consider everything you know so far about Tony Prior. Think, Pair, Share*. Do you think any factors (including gender, age, background, or motivation for committing the offence) are more important than others? What might make it hard to get general agreement among your class about this question? The role of graphically violent content downloaded from the internet appears to have been given prominence in this case. To what extent do you think this might be pertinent to the case? Refer back to your definitions of aggravation and mitigation. In groups, discuss the factors outlined on the slides and nominate for each one whether a judge might consider it to be mitigating or aggravating when determining sentence. *Think, Pair, Share This is a structured process to share information efficiently: Think (as individuals) – students think about the topic, take notes, or jot down ideas. Pair (in pairs) – pairs of students discuss their thoughts and ideas about the topic. Share (pairs pair – groups of four) – groups then discuss their thoughts and ideas about the topic, leading to greater knowledge and understanding, with groups presenting to the whole class.
Mandatory sentence A sentence set by parliament in legislation, allowing no discretion for the court to impose a different sentence. Maximum penalty The most severe sentence set in legislation that a court can impose for a particular type of offence. Mitigating factor A fact or circumstance about the offender or the offence that may lead to a less severe sentence. Non-parole period (NPP) The period of imprisonment set by the court that must be served by the offender in prison before he or she is eligible for release on parole. Offender A person who has been found guilty of an offence or who has pleaded guilty to an offence (admitted the facts of an offence).
Date Deadline Document/Voucher Type Fri, Aug 4 UTA Flow forms submitted to be included in Sep 1 monthly check date. Forms must be received by HR by 5 pm. UTA Flow Forms for Monthly Payroll Fri, Aug 18 Last day to process and submit Purchase Order vouchers to be included in the AP check run dated Thu Aug 24 PO Payment Vouchers Fri, Aug 18 Last day to submit Requisitions totaling <$15,000 for FY 16-17 Requisition/Purchase Order Fri, Aug 18 Last day to submit Requisitions for Special Item Requests – Mav eShop catalog orders Special Item Request/Mav Tue, Aug 22 Last day for fully approved Expense Reports to be included in the final check run dated Thu Aug 31 and included in FY 16-17 budget. ER’s not in “Approved” status by 5 pm will be recorded to FY 17-18 budget. Expense Reports (ER) Tue, Aug 22 Last day to create Travel Authorizations in UTShare. All TA’s must have a valid budget and be in “Approved” status by 5 pm to be included in FY 16-17 budget. TA’s not in “Approved” status by 5 pm will be recorded to FY 17-18 budget. Travel Authorizations (TA) Wed, Aug 23 Last day to submit correction requests to be included in FY 16-17. Request and supporting documentation due to Accounting Services by 5 pm. Accounting Corrections Wed, Aug 23 Last day to submit Position Funding Changes Change Position Funding Forms Thu, Aug 24 Final Check Run for FY 16-17 Purchase Order (PO) Vouchers Final AP Check Run for PO Payment Vouchers Fri, Aug 25 Last day to process and submit non-PO vouchers to be included in final AP check run dated Thu Aug 31 and included in FY 16-17 budget. Non-PO vouchers not in “Approved” status by 5 pm will be recorded to FY 17-18 budget. Non-Purchase Order Vouchers Mon, Aug 28 Last day to submit Budget Transfers Budget Transfers Wed, Aug 30 Documents and approvals due by 5 pm Cash Receipts Cash
Year 10 Foods Program Assessment Outline 2018 Irene McCormack Catholic College Term/Week Assessment Weighting Term: 1 Hand out: Week 5 Due: Week 8 Task 1: Healthy wrap challenge 15% Term: 2 Hand out: Week 4 Due: Week 8 Task 2: Cooking methods 25% Term: 3 Hand out: Week 7 Due: Week 9 Task 3: International breakfast 15% Term: 3 & 4 Hand out: Term 3 Week 9 Due: Term 4 Week 5 Task 4: International food expo 25% Term: 1&2 Ongoing Self management 1 10% Term: 3&4 Ongoing Self management 2 10%
Assessment Outcome 1. Investigating and defining Outcome 2. Designing Outcome 3. Producing and implementing Outcome 4. Evaluating Outcome 5. Collaborating and managing Outcome 6. Knowledge and Understanding Task 1 Healthy wrap challenge ✔ ✔ ✔ ✔ ✔ Task 2 Cooking methods ✔ ✔ ✔ ✔ ✔ ✔ Task 3 International breakfast ✔ ✔ ✔ ✔ ✔ Task 4 International food expo ✔ ✔ ✔ ✔ ✔ ✔ Self management 1 ✔ ✔ Self management 2 ✔ ✔
Assessment Performance pieces. Test. SPECIALIST MUSIC Course Description Specialist Music provides students with extended creative opportunities and the skills they need to be both performers and writers of music. Students develop their skills through higher-end practical composition and performance activities. As composers and performers, students develop their ability to create, shape, and refine musical ideas. Potential music-related career options are also discussed. Specialist Music activities are focused on: Popular and Contemporary including influential artists. Group and Solo Performance. Practical composition and song arrangement. Selected listening and theory concepts targeted towards further improving students’ Instrumental performance and their song writing abilities. Developing an understanding of historical background and its influence on past and future developments in music. Analysis of important to find out how they were written and how students can apply those techniques to their own music. The use of Music Technology and Software to develop musicianship and creative ideas. Studying Music provides a unique opportunity to develop employment related skills such as creativity, teamwork, responsibility, problem-solving, initiative and self-confidence. Instrumental lessons are offered for a variety of instruments including Clarinet, Saxophone, Flute, Trumpet, Trombone, Guitar, Drums, Piano, and Voice. All students who are enrolled in music courses (particularly Specialist Music) are strongly encouraged to apply for instrumental lessons at the College. Application forms are available from the Music Department or the College Reception. Assessment Performance pieces. Test. JUSTICE TODAY Course Description As cultural, social, environmental and technological advancements transform the world, the demands placed on learners and education systems are changing. Technologies bring local and distant communities into classrooms, exposing students to knowledge and global concerns as never before. Complex issues require responses that take account of justice considerations such as human rights and responsibilities, environmental issues and global justice. The Course will one topic each term. These topics include Ethics, Philosophy, Justice and Pilgrimage. The Pilgrimage component will have a practical component which will include tracing Irene McCormack’s journey within Western Australia, visiting Santa Maria College, South Perth Convent, Manjimup, Trayning and New Norcia. Assessment Portfolio. Projects.
10PE Physical Education 10PES Physical Education Studies 10SAC Soccer Academy (College Selection) RELIGIOUS EDUCATION 10JTO Justice today SCIENCE 10BSC Biological Science 10PSC Physical Science SOCIAL SCIENCE 10GLE Global Leadership TECHNOLOGY AND ENTERPRISE – BUSINESS AND COMPUTING Business 10IT Information Technology 10DME Digital Media TECHNOLOGY AND ENTERPRISE – DESIGN AND TECHNOLOGY 10BCN Building and Construction 10DGR Design Graphics 10MET Metals 10WW Woodwork TECHNOLOGY AND ENTERPRISE – HOME ECONOMICS 10CFC Children, Family and Community 10FTE Food Technology
Year 10 Drama Assessment Type Task Weighting Task Due Date Curriculum Making 10% Task 1A: After January Scripted performance of a key scene/s from the studied text Term 1 Week 8/9 Voice and Movement Forms and styles Drama processes and the elements of Drama Approaches to characterisation Design and technology Self-Management and Group Management skills and processes: 10% Task 2: Semester 1 Practical Exam: Monologues with a focus on Grotowski. Scripted monologue performance chosen in class. Term 2 week 6 ** dates Voice and Movement Drama processes and the elements of Drama Drama Forms and Styles/ script interpretation Approaches to characterisation Design and technology: Oral communication: Responding 10% Task 1B: Designer for After January Selects a designer role to undertake for the studied text. This will be done in class. Term 1 Week 7 Drama processes and the elements of Drama & styles / Script interpretation Design and technology 10% Task 1C: Extended response on After January in relation. Term 1 Week 10 Forms & styles / Script interpretation Drama processes and the elements of Drama Drama conventions 10% Task 3: Semester 1 Exam Assess the content learnt in Semester 1. Term 2 Week 6/7 ** dates Forms & styles / Script interpretation processes and the elements of Drama Drama Responses
Irene McCormack Catholic College Year 10 Course 3 English Assessment Outline 2018 Semester 1 Assessment Table Assessment Type of Assessment Weighting Mode AC Due Date 1. Dystopian Short Story Productive (Creating) 10% W LT1814 LT1815 LT1644 Week 5 Term 1 2. Essay on The Hunger Games Receptive (Responding) 10% R, W LY1752 LY1754 LT1812 Week 10 Term 1 (Begin next unit in Week 11) 3. Essay on Slumdog Millionaire Receptive (Responding) 10% V, W LA1564 LA1565 LA1571 LY1749 LY1752 LY1754 LT1639 LT1641 LT1812 Week 4 Term 2 (Start short stories Week 5) 4. Exam (Comprehension and Responding) Receptive (Responding) 12.5% R, W, V Week 7 Term 2 5. Short Stories- Reading and Comprehension Test Receptive (Responding) 10% R, W LA1564 LA1565 LA1571 LY1749 LY1752 LY1754 LT1639 LT1641 LT1812 Week 10 Term 2
Irene McCormack Catholic College Year 10 Course 3 English Assessment Outline 2018 Semester 2 Assessment Table Assessment Type of Assessment Weighting Mode AC Due Date 6. In-class short answer Test on Romeo and Juliet Receptive (Responding) 10% R, W LA1563 LA1564 LY1752 LT1639 LT1641 Week 6/7 Term 3 7. Oral production – group presentation of current affairs segment based on Romeo & Juliet Productive (Creating) 10% S, R LY1756 LY1757 LY1751 LY1776 LY1751 LY1813 LY1750 LA1566 Week 10 Term 3 8. In class essay on Animal Farm Receptive (Responding ) 12.5% W, R LT1642 LA1564 LT1812 LT1639 Week 5 Term 4 9. Exam (Comprehending, Responding and Composing) Receptive & Productive (Responding & Creating) 15% W, R, V Week 7 Term 4
Irene McCormack Catholic College Year 10 Course 1 English Assessment Outline 2018 Semester 1 Assessments Type of Assessment Weighting Mode AC Due Date 1. The Hunger Games FILM STUDY Oral Response Receptive (Responding) 10% S, V LA1572 LY1751 LT1812 Term 1 Week 6 2. Creative Writing A dystopian world Productive (Creating) 15% W LT1815 LT1644 LY1757 Term 1 Week 10 Students to begin reading the novel, Fighting Reuben Wolfe, in Week 11 3. Fighting Reuben Wolfe 2 body paragraph essay (with introduction and conclusion) Receptive (Responding) 10% W, R LA1569 LA1571 LY1776 Term 2 Week 6 4. Exam Comprehension and Responding Receptive 10% W, R, V Term 2 Week 7/8 Students begin work on the next unit in Week 9
Irene McCormack Catholic College Year 10 Literature Assessment Outline 2018 Assessment type Outcome Task weighting Texts Task Due Dates Semester 1 Extended Written Response (Receptive) Reading Writing 12.5% Macbeth Task 1: Macbeth Take Home Essay Students will construct an essay response based on their reading of Macbeth and their understanding of the play’s context. At least four body paragraphs. Term 1 Week 6 Short Written Response (Receptive) Writing 10% Fairy tale Unit Task 2: Close Reading Students to construct a close reading of a text related to the content studied in the Fairy Tales and Reading Practices unit. Term 1 Week 11 Creative Writing (Productive) Writing 10% Lord of the Flies Task 3: Lord of The Flies Students are to create own allegorical short story. Term 2 Week 5 Examination (Receptive) Reading Writing 12.5% All Texts Task 4: Semester 1 examination Students complete an in-class exam, which covers a range of topics from the semester. Term 2 Week 7/8 Weeks 8 & 9 Begin Poetry Unit Semester 2 Creative Writing (Productive) Writing 10% Poetry Task 5: Original Poem Creation Students are to construct an original poem. They are to accompany their poem with a statement of intent explaining their choice of genre, form and content to convey meaning to their audience. Term 3 Week 3 Oral Presentation (Receptive) Speaking and Listening 10% Poetry Task 6: Oral In pairs, students to deliver a reading tutorial of an allocated poem. The group will establish two different readings of their poem. Term 3 Week 5 Short Written Response (Receptive) Reading Writing 10% Wife of Martin Guerre Task 7: In-class essay The Wife of Martin Guerre Unseen question with ½ page of notes on the text. Term 3 Week 10 Short Written Response (Receptive) Writing/ Viewing 10% Pleasantville Task 8: Pleasantville Short answer test on film Term 4 Week 5 Examination (Receptive) Reading Writing 15% All Texts Task 9: Semester examination Students complete an in-class exam, which covers a range of topics from the semester. Term 4 Week 7
J’adore J’aime Je préfère rester dans un appartement dans un gîte dans un camping chez mes amis où on peut - rencontrer des gens (meet people) -manger dans un bon restaurant (eat in a good restaurant) -cuisiner (cook for yourself) -se détendre (relax) -avoir un peu de luxe (have a bit of luxury) que c’est amusant passionnant pratique J: Faites des phrases en utilisant la grille (make sentences the grid) Holiday activities: K: – fill in the gaps in the using a dictionary to help you. français anglais Je vais à la plage I go to the Je vais au bord de la mer I go to the seaside Je vais en boîte I go to a club Je me bronze Je me relaxe I relax Je joue au foot Je joue au tennis I play tennis Je visite des monuments J’achète des souvenirs ___________________________________________________________________________
Central elements of city structure CBD, infrastructure, urban slums(ACHGK073) Investigate significant challenges posed by environmental change to Cairns and other world cities. -– focus transport, energy, water, waste, food: Brainstorm issues for Cairns give examples of similar issues in other world cities pictorial study and discussion. (ACHGK074) Compare Cairns with global cities that have dealt with these issues–Smart Cities Curibato, Singapore, ACHGK074) those solutions to Cairns and justify using environmental, economic and social impact. (ACHGK075) more of the following forms: written, oral, visual and graphic (ACHGS079) Select appropriate methods, including the use of ICT to display data in graphs, tables, maps or statistics (ACHGS079) Reflecting and responding Reflect on and evaluate findings, proposed actions and predicted outcomes of the proposal. (ACHGS080 Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence Links to other LA’s Year 5 – Cyclone warning Booklet and Evacuation Plan for their own families. COMMON CURRICULUM ELEMENTS Recognising letters, words and other symbols Finding material in an indexed collection Recalling /remembering Interpreting the meaning of or other symbols Interpreting the meaning of pictures/illustrations Using vocabulary appropriate to a context Summarising /condensing written text Compiling lists/statistics Recording/noting data Compiling results in a tabular form Graphing Calculating with or without calculator Structuring/organising extended written text Structuring/organising a mathematical argument Explaining to others Expounding a viewpoint Empathising Comparing, contrasting Classifying Interrelating ideas/themes /issues Reaching a conclusion is consistent with a given set of assumptions Inserting an intermediate between members of a series Extrapolating Applying strategies to and test ideas and procedures Analysing Synthesising Judging /evaluating Creating/composing/devising Justifying Perceiving patterns Visualising Identifying shapes in two and three dimensions Searching and locating items/information Observing systematically
Geography and History Curriculum Global Leadership Year 10 Curriculum Descriptors Learning activities / formative assessment etc Resources Assessment The background to environmental awareness, including the nineteenth century National movement in America and Australia The growth and influence of the environment movement within Australia and overseas, and developments in about the environment including the of ‘’ Human-induced environmental changes that challenge The Australian Government’s role and responsibilities at a global level, for example provision of foreign aid, peacekeeping, participation in international organisations and the United Nations The application of systems thinking to understanding the causes and likely consequences of the environmental Australian Curriculum History – The Globalising World Term One- Elective 2: The Environmental Movement (1945 – present) Climate Change, Sustainable Development Goals & Sustainable Forestry Case Study Week 1 - 3 Investigating Leadership -What is it? -Why do we need leaders? -What qualities make great leaders? Research on Leader of choice & Oral Presentation preparation ASSESSMENT 1 – Great Leaders Oral Presentation (due Week 3) Week 3-7 - The beginning of the Environmental movement -Causes and significance - Concept of Sustainability World Environmental Change and Management Kyoto Protocol Influence of United Nations in Sustainable Development goals. Week 8-10 Sustainable Management in Australia Field Work Case Study (Jarrah Forests WA) Jacaranda Geography 10 ebook Assessment 1 – Great Leaders Presentation (due Week 3)
The nature of popular in Australia at the end of World War II, including music, film and sport Changing nature of the music, film and television industry in Australia during the post-war period, including the influence of overseas developments (such as Hollywood, Bollywood and the animation film industry in China and Japan) Developments in popular in post-war Australia and their impact on society, including the introduction of television and rock ’n’ roll Australia’s contribution to international popular (music, film, television, sport) in beliefs and values that have influenced the Australian way of life Australian Curriculum History Elective – Popular Culture 1945 – present. Week Eight Culture – defining characteristics Post-War Australia and development of popular culture. Week Nine - Ten Fashion and Society Gender and Political change and influences on culture Term Four Week One Give out Assessment Nine Popular Culture Portfolio– students to begin working through it one period per week. Australian Film Influence of foreign film industry Week Two Influence of television on Australian culture Week Three Music – influence on Australian Culture Development of Australian music Jacaranda History Alive 10 ebook Global Voices 2 Jacaranda History Alive ebook Assessment 7 Document Study - Changes in gender relations – The Women’s Liberation Movement
b) Write down one thing that you infer about the warden’s character: Task 6 - Making Basic Inferences from a Text It had grown busy while I had been in the water. Deck chairs had been dragged out. Families had pitched little tents. Balls, Frisbees and kites seemed to be everywhere. Hundreds of adults were just laid there, rigid on their towels while the children ran around shouting and squealing irritatingly. It always got like this at the weekend. I had warned Granddad. It would have been better to have come in the evening when all the crowds had gone home. I sighed. Granddad seemed oblivious, sat in his chair reading his book, his feet buried in the sand. The sun was at its height and beat down mercilessly. “Perhaps you should put some cream on Granddad,” I said with concern. 1) Where is the scene set? Find evidence from the text to support your answer. 2) Why did the narrator think it would have been better to have come in the evening? 3) Why is the narrator concerned about Granddad?
Assessment Year 10 General PE Term Name Weighting 1 Topic Test – Cyberbullying and Promoting Health Skills of Ultimate Skills of touch rugby 10% 10% 10% 2 Learners permit test Skills of netball Skills of softball 10% 5% 5% 3 Diversity in Sport Assessment Task Participation in self defence sessions Skills in badminton 10% 5% 10% 4 Speak up – Assessment Task SEPEP Program 10% 15%
4 Lesson 3 - Teamwork and Spirit Skill demonstration - Catching, Throwing a Backhand, Throwing a Forehand (5 mins) Revise catching and throwing Activity - Throwing in Pairs (10 mins) Activity - Captain Disc (10 mins) Revise the rules - Simple Rules of Junior Ultimate (5 mins) Activity - Ultimate (10 mins) Focus: teamwork - call the name of the thrower, patient throws Rules focus: self-refereeing and spirit - see Simple Rule #9 and #10, WFDF Rule #1 Defensive tag Students gain an understanding and can demonstrate correct defensive formations and tag Advanced touch skills Students are able to successful attempt a of higher ability skills from the game of touch rugby. Students are able to understand the concepts behind these skills Measurement of the body’s response to physical activity: hydration perceived exertion rating 5 Lesson 4 - Marking and Pivoting Skill demonstration - Pivoting (5 mins) Activity - Throwing in Pairs (5 mins) Backhands and forehands Activity - Frisbee Defender (10 mins) Activity - Thrower Marker (5 mins) Activity - Double Box (15 mins) Focus: pivoting - see Key Skill: Pivoting Rule focus: travel - see Simple Rule #4, WFDF Rule #18.2 Game play Organise teams and play small sided games, students to umpire Evaluation, selection and implementation of responses to changing conditions on the outcome of previous performances 6 Lesson 5 - Cutting and Space Skill demonstration - Throwing a Backhand (5 mins) Demonstrate throwing with your non-dominant hand Activity - Throwing in Pairs (5 mins) Throwing with hand Activity - Two on Two (10 mins) Activity - Thrower Marker (5 mins) Activity - Ultimate (15 mins) Focus: making space for cutting Game play Organise teams and play small sided games, students to umpire Evaluation, selection and implementation of responses to changing conditions based on the outcome of previous performances
Week Topic Content Activities Resources and Experiments Assessment & Homework 1 (short week) Types of force Non-contact forces – gravity, electrostatic and magnetic Contact forces – mechanical (push, pull, etc.), friction, tension, air resistance (drag), support / reaction force, buoyancy Brainstorm types of force. Diagrams showing everyday situations where these forces are evident. 2 Structures – Forces Explain the concepts compression and tension. Relate these to Newton’s third law of motion (brief explanation as Newton’s Laws will be covered in more details later in the term). Discuss the properties of various materials that are used to build structures and relate the material properties to the job the materials have to do. Define stress and discuss its effect on different building materials. Investigating Column Shapes, Investigating Column Diameter Loads on Bridge Columns, Material Testing, 3 Elasticity Define strain and relate its importance to materials (could also include the concepts of ‘creep & fatigue’). Hooke’s Law experiment - determination of the spring constant for a stretched spring. Do elastic bands obey Hooke’s Law? Could they be used in force- meters? Could extend by determining the energy stored by the spring Expt. 7.8 page 227 Expt. 4 Stability – Centre of Mass Explain how the position of the centre of mass and the width of the base affect the stability of an object. Relate this to building design. Explain how advances in science and engineering have meant taller and safer buildings, but also older buildings like the Learning Tower of Pisa can be saved. up
10 Test Fat and Skinny questions to ascertain knowledge and understanding of all concepts studied throughout this term. Test taking tips Test Assessment Outline Assessment Type Weighting Test Physics Topic test. 10% Practical Investigation and Validation Time Period v Length for a Simple Pendulum 5%
Purchasing and Year End Dates FY 2018-2019 June 15, 2018 Purchasing Last day to approve a contract submittal to Purchasing for approval/signature before June 30, 2018 June 15, 2018 PCard Last day that transactions are likely to appear on a June statement for reconciliation in 2018 June 25, 2018 Purchasing Last day to enter and approve requisitions. Requisition Initiators & Approvers locked out 5:00pm June 29, 2018 Purchasing Last day to send in PO change and close requests by 3PM June 30, 2018 3:30 PM Purchasing Last day to receive on 2017/2018 purchases June 29, 2018 PCard Last day for reconcilers to approve PCard charges for FY 2017/2018 July 1 – 5, 2018 Purchasing Rollover. Users can utilize queries to find rolled POs in error July 1 – 5, 2018 Purchasing DSR Sponsored Research will override grant errors after review. July 6, 2018 Purchasing Requisitions and receipts can be entered for FY 2018 July 20, 2018 COB Purchasing Non-Sponsored Research Rolled POs still in Error will be closed.
Practise Time Preparing second piece for performance Preparing Scales for assessment Australian Pop & Rock Review Set work analysis test results- Men at Work “Land Down Under” Aural & Theory Aural- Revise basic intervals (M6, M2, m2, M3, m3, P4, P5, P8), and melodic dictation 4 bar. Theory- Key Signatures (Theory Supplement) Practise Time Preparing second piece for performance Preparing Scales for assessment Aural & Theory Test Composition Due T2:1 Introduction to Term Expectations and Assessment Timeline Aural & Theory Aural- Revise basic intervals (M6, M2, m2, M3, m3, P4, P5, P8), and melodic dictation 8 bar. Theory- Transposing – New Key Signature Practise Time Preparing second for performance Preparing Scales for assessment T2:2 Australian Pop & Rock 1990s Brainstorm- Music of the 1990s Introduce 1990s and Read through 1990s Handout Listening- Discussion Silver Chair questions & Theory Aural- Revise basic intervals (M6, M2, m2, M3, m3, P4, P5, P8), bar, scale recognition major, pentatonic, harmonic minor. Theory- Circle of Fifths
Wk 9-10 TASK 5: STENCIL DESIGN Distribute task sheet. Students will use their animal from Task 4 and design a two colour Haida inspired stencil. They must be creative to manipulate their design within the circular template provided to them. Firstly, they must sketch design from their drawing. They must consider use of space and shape. Students must gain approval for their design from their teacher, before adding colour (black and red), whilst also using the white of the page as a third colour. Designs should be ready for the first lesson back next term. . Art Making Practice Presentation TERM 3 HOLIDAY Term 4 Wk 1-7 TASK 6: ECO BAG their designs complied last term, students will transfer their stencil onto clear sheets of acetate or litho paper with a marker. One stencil should be red and the other black. They must ensure that both stencils line up and placed on the same spot on the A4 stencil sheet. Using a scalpel, students will carefully cut out their stencils. Working with a partner, students will set up their own silk screen station and work through the printing process in order to print their design onto a calico bag. IMPORTANT – student must place a piece of cardboard or newspaper sheets inside the bag to ensure that the ink does not transfer through to the other side. Art Making Art Practice Presentation TASK 6: Eco Bag DUE: Wk 6 END OF YEAR
15% Unit 2 – Task 9: Extended response question completed in class in relation to the role of the designer in the studied text A Street Car Named Desire and Hoods. Term 3 Wk 9 W Written Examination 10% 5% Unit 1 - Task 6: Written Examination (Short answer section based on an unseen script extract and an extended response based on studied text A Street Car Named Desire) 120 minutes in length Term 2 Wk 5/6 W 5% Unit 2 – Task 11: Written Examination (Short answer section based on an unseen script extract and an extended response based on studied text A Street Car Named Desire and Hoods) 150 minutes in length Term 4 Wk 6/7 W Practical Examination 10% 5% Unit 1: Task 5: 12 minute practical examination with sections – a representational, realist scripted monologue (2-3 minutes), improvisation and interview. Term 2 Wk 3 (TBA) P 5% Unit 2: Task 10: 12 minute practical examination with three sections – a Presentational, non-realist scripted monologue (2-3 minutes seconds), improvisation and interview. Term 4 Wk 4 (TBA) P * Subject to change with notice
Skeleton score: compositional devices, dictations, chords Revision of Semester 1 work for exams Composition/arranging Revise instrumental and techniques Revise drum notation, slash notation Symbols and terminology for dynamics, accents and articulation Melody-writing and harmonisation practice Revision of Semester 1 work for Exam Week Task 6: Semester 1 written examination (20%) Task 10: Semester 1 practical examination 30%
Irene McCormack Catholic College Year 11 ATAR VISUAL ART Semester 2 Program 2018 Unit 2 – Identities ‘Consumed’ Week Teaching Focus Content Addressed Assessment Term 2 Wk 8 Introduction to Unit 2 Distribute scheme of assessment, program and task sheet booklet to students. UNIT FOCUS: Identities – Consumed Introduce to topic of ‘identities’ for the semester. For this task you will create an artwork using drawing, painting, print or mixed media that explores the idea of ‘Consumed’ and how it is used to communicate identity. Art Making Inquiry Visual language Arts practice Art Interpretation Visual analysis Personal response Task 8 Investigation Essay Research essay on a Pop Artist. Research DUE Term 3 Wk 1. In Class Essay
Personal response Meaning & purpose Term 4 Wk 5 EXAM REVISION Sections 1, 2 and 3. Study skills – practice annotating and breaking down questions. Timed responses, practice essay writing. Art Interpretation Visual analysis Personal response Meaning & purpose Task 6 (b) Resolved Artwork Term 4 Wk 5 Mon 5/11 Term 4 Wk 6/7 EXAM BREAK Task 10: Semester 2 Exam Term 4 Wk 6/7 Date TBA
1 Guided Project planning and scheduling Construction Industry scope Environmental sustainability relevant to task Carpentry techniques in frame construction Use of carpentry tools and equipment Teamwork and workplace communication Picnic Table construction Worksheets and theory activities 2 Project planning and scheduling Basic Bricklaying techniques Calculation of brick laying materials Occupation Health and safety laying tools and equipment Environmental sustainability relevant to task Concrete materials tools and equipment Volume calculations for concrete Laser Leveling equipment Construction simple concrete formwork Team work and communication Environmental sustainability relevant to task Brick laying & carpentry task – Picnic shelter Worksheets Estimating and costing Scheduling JSA Laser level measurement exercises. Concrete Slab Patio Slab (Day incursion) 3 Consolidation of skills Planning and scheduling Plan reading Carpentry skills Concreting skills Brick laying skills Occupational health and safety Calculations and measurements Communication Concrete finishes Brick BBQ with concrete bench top. Project planning and scheduling. Measurements and calculations Carpentry formwork. 4 Exam Period week 1 Year 12 Graduation Week 2 Completion or re submission of outstanding written tasks
English Literature ATAR English Literature – 60% A 14 HEALTH AND PHYSICAL EDUCATION Physical Education Studies ATAR English Course 3 – 60% B 15 Outdoor Education ATAR English Course 3 – 60% B 15 Outdoor Recreation Cert II Nil - Swimming standard required - 16 Sport & Recreation Cert III Nil – Swimming standard required - 16 MATHEMATICS Mathematics Applications ATAR Mathematics Extension – 40% Mathematics Course 3 – 40% Mathematics Course 2 – 65% B B B 16 Mathematics Essentials Mathematics Course 1 – 65% Mathematics Course 2 – 50% B B 17 Mathematics Foundations Only if not met minimum standard (Category 3) in Numeracy component in OLNA B 18 Mathematics Methods Mathematics Extension – 50% Mathematics Course 3 – 65% B B 18 Mathematics Specialist ATAR Mathematics Extension – 65% B 19 SCIENCE Chemistry ATAR Science (Chemistry) – 65% Mathematics (Extension) – 50% Mathematics Course 2 – 80% Mathematics Course 3 – 50% B B B B 19 Human Biology ATAR Science (Human Biology) – 65% Science (Extension) – 50% B B 20 Integrated Science General Nil B 21 Physics ATAR Science (Physics) – 65% Mathematics Extension – 50% Mathematics Course 2 – 80% Mathematics Course 3 – 50% B B B B 22 SOCIAL SCIENCES Economics ATAR Social Sciences – 55% A 23 Geography ATAR Social Sciences – 55% A 23 History : Modern ATAR Social Sciences – 55% A 24 Politics & Law ATAR Social Sciences – 55% A 25 TECHNOLOGY & ENTERPRISE – BUSINESS & COMPUTING Applied Information Technology ATAR Information Technology – 60% Digital Media – 60% English Course 3 – 60% B B B 26 Business Cert III Nil - 26 Information Technology Cert III Nil - 26 TECHNOLOGY & ENTERPRISE – DESIGN & TECHNOLOGY Building and Construction Cert II Nil - 27 Design ATAR Design Graphics – 60% B 27 Graphic Design Visual Arts Cert II Nil - 28 Materials Design & Technology Woodwork General Nil B 28 Materials Design & Technology Metals General Nil B 29 TECHNOLOGY & ENTERPRISE - FOOD SCIENCE & TECHNOLOGY Community Services Cert II Nil - 29 Food Sciences and Technology General Nil B 30 VOCATIONAL EDUCATION
15 Minutes (each) Watch Mr Bruff’s guide to AO2 for the English Language Paper 1 and Paper 2 Examination Paper 1 Question 2 Paper 1 Question 3 Paper 2 Question 1 Questions 2 and 3 and Paper 2 Question 2 AO2 Skills and techniques The tasks below can be completed using the papers you have worked on in lessons and also your PPE exam papers. Sample assessment papers can also be located on the AQA website: Exam Practice 5 Minutes Timed Exam Response Complete Question 1 – just 5 minutes completing this task Paper 1 Question 1 AO1 Time Management Exam Practice 10 Minutes Timed Exam Response Complete Question 2 – Spend just 10 minutes writing your response Paper 1 Question 2 AO2 Time Management Exam Practice 10 Minutes Timed Exam Response Complete Question 3 – Spend just 10 minutes writing your response Paper 1 Question 3 AO2 Time Management Exam Practice 20-25 Minutes Exam Response Complete Question 4 – Spend between 20-25 minutes writing your response 1 Question 4 A04 Time Management Exam Practice 5 Minutes Timed Exam Response Complete Question 1 – Spend just 5 minutes writing your response Paper 2 Question 1 AO1 Time Management Exam Practice 10 Minutes Timed Exam Response Complete Question 2 – Spend just 10 minutes writing your response Paper 2 Question 2 AO1 Time Management
Exam Practice 15 Minutes Exam Response Complete Question 3 – Spend just 15 minutes writing your response 2 Question 3 AO2 Time Management Exam Practice 15-20 Minutes Timed Exam Response Complete Question 4 – Spend 15-20 minutes writing your response Paper Question 4 AO3 Time Management 15 Minutes for each character Character Bullet Points Create a five bullet point list for each of the characters using the following format How the character is presented at the beginning A key event A further key evet Another key event How the character is presented at the end Try to track the character’s ‘journey’ and keep it chronological Paper 1 and Paper 2 English Literature AO1, AO2 and AO3 Understanding and revising characters and events 15 Minutes for each Theme Mind Map Create a mind map of the key themes in each of the texts you are studying. Add at least one quotation to each point you have made about the theme. Make sure your quotes are short and specific Paper 1 and Paper 2 English Literature AO1, AO2 and AO3 Understanding and revising key themes 30 Minutes Literature Revision Listen to an audio reading of your set texts. Split it into 30 minute segments and then make notes about events, character portrayal and themes. Try to remember short, snappy quotes! Paper 1 and Paper 2 AO1, AO2, AO3 Understanding Texts, Memorising Quotes 20 Minutes Revise the following ‘examination speak’ command words and their meaning: Analyse Separate information into components and identify their characteristics. Evaluate State how you react when reading the text as in 'Evaluate the effects the descriptions have on you'. Examine Investigate closely. Explain English Language and English Literature All Papers All AOs Understanding what the question means and what you are expected to
Year 11 french - Useful links: Y11 French Revision site on FROG – advice, links, lots of revision materials Memrise – revise GCSE vocabulary Language Gym – revise vocabulary and tenses Savoirs – listen to French news Lyrics Training – practise your listening skills Gojimo – revision app (all subjects) Year 11 french - Useful links: Y11 French Revision site on FROG – advice, links, lots of revision materials Memrise – revise GCSE vocabulary Language Gym – revise vocabulary and tenses Savoirs – listen to French news Lyrics Training – practise your listening skills Gojimo – revision app (all subjects) Year 11 french - Useful Y11 French Revision site on FROG – advice, links, lots of revision materials Memrise – revise GCSE vocabulary Language Gym – revise vocabulary and tenses Savoirs – listen to French news Lyrics Training – practise your listening skills Gojimo – revision app (all subjects) Year 11 french - Useful links: Y11 French Revision site on FROG – advice, links, lots of revision materials Memrise – revise GCSE vocabulary Language Gym – revise vocabulary and tenses Savoirs – listen to French news Lyrics Training – practise your listening skills Gojimo – revision app (all subjects)
French ATAR Assessment Outline: Units 1 & 2 Assessment component Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week due Assessment task Practical Oral communication 20% 5% Semester 1 Week 5 Task 1: My routine Participate in an 8–10 minute conversation in French. 5% Semester 2 Week 4 Task 7: My travel tales and plans Participate in an 8–10 minute interview in French. 10% Semester 2 Week 15 Task 11: Travel in a modern world Participate in a 10–12 minute conversation in French. Practical (oral) examination 10% 5% Examination week Task 5: Semester 1 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. 5% Examination week Task 12: Semester 2 examination A representative sample of the syllabus content from Semester 1 – 10–12 minutes. Written Response: Listening 15% 7.5% Semester 1 Week 9 Task 2: French sports and leisure Listen to French texts and respond in English to questions in English. 7.5% Semester 2 Week 5 Task 8: My travel and plans Listen to French texts and respond in English to questions in English. 15% 7.5% Semester 1 Week 14 Task 3: Leading a healthy lifestyle Read/view French texts and respond in English to questions in English.
Response: Viewing and reading 7.5% Semester 2 Week 9 Task 9: Australia as a travel destination Read/view French texts and respond in English to questions in English. Written communication 20% 10% Semester 1 Week 15 Task 4: Leading a healthy lifestyle Write a blog posting in approximately 150 words in French. 10% Semester 2 Week 10 Task 10: Australia as a travel destination Write an article in approximately 150 words in French. Written examination 20% 10% Examination week Task 6: Semester 1 examination A representative sample of the syllabus content from Semester 1 – using a modified examination design brief from the Year 11 syllabus – 2.5 hours. 10% Examination week Task 13: Semester 2 examination A representative sample of the syllabus content from Semester 2 – using a modified examination design brief from the Year 11 syllabus – 2.5 hours. 100% 100%