zilongwang/ReadingBank huggingface dataset:
Sample Four-Year Curriculum Map: World Language Education – B.S. Italian Freshmen Fall – Credits Freshmen Spring – Credits Summer Credits 0-6 Tier 1 LEP courses should be completed by end of Freshmen year. First Year Experience (T1) – Inquiry ENG 110 Tech Fluency (T1) ITA 100 MAT 100 Written Communication (T1) – ENG 112 Quantitative Reasoning (T1) Critical Thinking (T1) ITA 101 Testing – Praxis Core exams or waiver from state. ACT or SAT can also be used. Optional completion of some ITA credits. Sophomore Fall – Credits Sophomore Spring – Credits Summer – Credits 0-6 Tier 2 LEP courses must be completed by end of sophomore year. EDU 200 (T2 – Social Structure restricted) HIS110 or HIS111 (T2 - American Experience, restricted) Cultural Expression (T2) ITA 220 Global Awareness (T2) ITA 200—Multilingual Communication (T1) Field placement in EDU 200. SHE 203 – School Health (T2 – Mind & Body restricted) Creative Drive (T2) Time & Place (T2) Natural World I (T2) World Literature course (W) ITA 210 Students gain formal admission into WL Teacher Certification program and SOE. Testing: ACTFL OPI and WPT Optional completion of some ITA credits. Summer Study suggested to fulfill some major requirements
Junior Fall – Credits Junior Spring – Credits Summer – Credits 0-6 Tier 2 and 3 LEP courses need to be completed by end of the junior year. WLL 211W – Introduction to Linguistics EDU 316 – Child Development for Educators SED 482 – Teaching Exceptional Students in Secondary Education Classrooms Natural World II (T2) ITA 300 W ITA 300-level Field Placement EDU 316 WLL 403 – Second Language Acquisition (T3) RDG 470 – Literacy in the Content Area EDU 471 – English Language Learners in the Classroom EDU 413 – Secondary Education ITA 380 LIT 326/328/330 Field Placement EDU 413 Summer Study Abroad (Strongly suggested to fulfill some major requirements and if needed to improve language proficiency to pass ACTFL) Senior Fall – Credits Senior Spring - Credits All course work for degree must be completed by end of fall semester of Senior year. WLL 491 – Methods of Second Language Teaching ITA 300- level course ITA 400-level course ITA 220 W course Field Placement in WLL 491 WLL 452 – Student Teaching WLL 453 – Student Teaching Seminar Field Placement in WLL 452
Sample Four-Year Curriculum Map: Italian B.A. Freshmen Fall – Credits Freshmen Spring – Credits Summer Credits 0-6 Tier 1 LEP courses should be completed by end of Freshmen year. First Year Experience (T1) – Inquiry ENG 110 MAT 100 Tech Fluency (T1) ITA 100 Written Communication (T1) – ENG 112 Quantitative Reasoning (T1) – MAT Critical Thinking (T1) – ITA 101 Elective Possible optional completion of some ITA credits. Sophomore Fall – Credits Sophomore Spring – Credits Summer – Credits 0-6 Seven Tier 2 LEP courses should be completed by end of sophomore year. ITA 200 (T1) – Multilingual Comm. Social Structure, Conflict and Consensus (T2) American Experience (T2) Natural World I (T2) Cultural Expression (T2) One LEP course should also be W ITA 210 Creative Drive (T2) Natural World II (T2) Time & Place (T2) ITA 220 Summer Study Abroad (strongly suggested to complete some major requirements) Junior Fall – Credits Junior Spring – Credits Summer – Credits 0-6
Concentrate on ITA upper-division courses. Student should seriously consider a semester- or study abroad experience. ITA 300W World Literature course (outside of Italian tradition) Mind & Body (T2) Global Awareness (T2) ITA 300 or 400-level ITA 250 Elective Elective Elective Summer Study Abroad (strongly suggested to complete some major requirements Senior Fall – Credits Senior Spring - Credits Concentrate on ITA upper-division courses ITA 380 (T3) ITA 400-level LIT 326/328/330 (etc) W Must focus on Italian tradition Elective Elective ITA 300-level ITA 400-level Elective Elective Elective
Sample Four-Year Curriculum Map: Spanish B.A. Freshmen Fall – Credits Freshmen Spring – Credits Summer Credits 0-6 Tier 1 LEP courses should be completed by end of Freshmen year. First Year Experience (T1) – Inquiry ENG 110 MAT 100 Tech Fluency (T1) SPA 101 Written Communication (T1) Quantitative Reasoning (T1) Critical Thinking (T1) SPA 200 Multilingual Communication (T1) Elective Possible optional completion of some SPA credits. Sophomore Fall – Credits Sophomore Spring – Credits Summer – Credits 0-6 Seven Tier 2 LEP courses should be completed by end of sophomore year. SPA 210 American Experience (T2) Global Awareness (T2) Social Structure (T2) Natural World I (T2) One LEP course should also be W SPA 300W or 301 Creative (T2) Natural World II (T2) Time & Place (T2) Cultural Expression (T2) Junior Fall – Credits Junior Spring – Credits Summer – Credits 0-6 Concentrate on SPA courses. Student should seriously consider a semester- or SPA 300W or 301 World Literature course W Course Mind & Body (T2) Elective Choose one from SPA 310, 312, 320, or 330 SPA 400-level Elective Elective Elective Optional Summer Abroad
Year 5 Curriculum Overview 2018-19 Autumn Spring Summer English Reports Recount Poetry Narrative Informative Editing and developing Play scripts Persuasive Narrative Editing and developing Informative Maths value Addition and Subtraction Multiplication and Division Fractions Decimals Measures Geometry Data Handling Science Forces and Space Living things and their habitats Animals including humans Animals including humans Materials and their properties History Vikings Mayan Civilisation Geography European location Rivers PE Multi-sports Swimming QPR Health Programme Multi-sports Swimming Multi-sports Swimming Multi-sports Multi-sports DT Mechanisms Food Textiles Art Painting Craft Drawing Sculpture Computing Creating with text, and images Collecting, finding and using information Communicating and collaborating Programming, gaming and modelling PSHE Me and my relationships Me and My Feelings Me and Keeping Safe Me and My Healthy Lifestyle Me and My Medicine and Drugs (alongside DA x3) Me and Growing and Changing (alongside SRE x3) RE Buddhism Judaism Humanism Sikhism Christianity Hinduism
Generalisations Investigate when re-ordering as a strategy for subtraction. Eg. 20 – 3 – 10 = 20 – 10 – 3, but 3 – 20 – 10 would give a different answer. Some Key Questions What do you notice? What’s the same? What’s different? Can you convince me? How do you know? Can you convince me? How do you know? Subtraction
names (and what they mean – settled by Anglo Saxons or other settlers?) and the countries that are there today; Kingdoms and maps of the areas – eg Mercia History – Anglo Saxon topic PSHE – changes in aspects of social history: crime and punishments – Anglo Saxon punishments vs today – issues Science – English – BBC resources – A king’s burial – diary entries / first person recounts/ different viewpoints of the events – newspaper report of the events of the burial- Mini sagas Hero poetry Ensure key language and topic words on display Hot seating characters from Beowulf Hot seating witnesses to the king’s burial Hot seating an Anglo Saxon Runes / writing and similarities to English today Dramatic re-enactments / conscience alley – re: crime and punishment (PSHE links) – present the case against a ‘criminal’ – decide what we should do with him/her Maths - Design Technology – shelters – links to the anglo saxons History – geography this term PSHE – could look at homes around the world and how some people do not have resources that we do. Poverty links. Science – habitats (small link to shelter creation by different animals and their purpose); part of the teaching of this unit is the impact of changes in an animal/ plant species environment/ habitat destruction. English – Maths – opportunities for measuring skills to be practiced Maths – Key Objectives/Skills covered: (all copied from nc14) Art – record their observations and use them to review and revisit to improve their mastery of art and design techniques, including drawing; Computing – see switched on ict Key Objectives/Skills covered: Art – dt this term Computing – see switched on ict Design Technology – Technical knowledge Key Objectives/Skills covered: Art – Computing – Design Technology – art this term Geography – history this term History -
Accelerated Math 6/7 Nine Weeks Overview 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter Unit 1 – Integers and Absolute Value 6.3, 6.11 a, b 7.1 e, 7.3 a, b 7.16 d Unit 2: Rational Numbers 6.4, 6.6 a, b 7.16 d, 6.2 a – d, 6.7 Unit 3: Exponents and Scientific Notation 6.5, 7.1 a – d Algebra Extensions 8.5 – Estimating square roots Unit 4: Algebraic Expressions and Order of Operations 6.8, 7.13 6.19, 7.16 Review and Assessment – 1 blocks Unit 5 – Equations and Inequalities 6.18, 6.20, 7.14, 7.15, 6.19, 7.16 Algebra Extensions 8.15a – solving multistep equations 8.15b – solving two-step inequalities Unit 6 – Proportional Reasoning 6.1, 7.4 7.6 Algebra Extensions 8.3b – Percent increase or decrease Unit 7 - Sequences 6.17, 7.2 Review and Assessment – 3 blocks Unit 8 – Functions 7.12 Unit 9 – Geometry 7.8, 6.12, 6.13, 7.7 Algebra Extensions 8.8 – Transformations on plane figures Unit 10 – Measurement 6.9, 6.10 a, b, c 6.10d, 7.5 a, b Algebra Extensions 8.7 – Volume and surface area Review and Assessment – 3 block Unit 11 – Probability 6.16, 7.9 7.10 Unit 12 – Statistics 6.15, 6.14, 7.11 Review and Assessment – 7 blocks **Curriculum done by May 2** Post – SOL Topics 8.5 – Estimating square roots 8.15 – solving multistep linear equations and two-step inequalities 8.6 – Angle relationships 8.10 - Pythagorean theorem 8.9 – Create 3 dimensional models 21 blocks 21 blocks 21 blocks 22 blocks *Algebra Extensions includes topics that are covered in Math 8 and are natural extensions of the Math 6 & 7 curriculum. If time permits, please include these Algebra Extensions in your course curriculum. Scope & Sequence Quarter 1: 21 blocks total
Number of blocks Standard Reporting Category Unit 1 – Integers and Absolute Value 4 6.3 6.11 a, b 7.1 e 7.3a, b 7.16 d Number and Number Sense Identify and describe absolute value for rational numbers. Model addition, subtraction, multiplication, and division of integers Integer operations Multiplication Property of zero Unit 2 – Rational Numbers 6 6.4 6.6 a, b 7.16 d 6.2 a – d 6.7 Number and Number Sense Patterns, Functions, and Algebra Rational Numbers Algebraic Properties *See the VDOE Algebraic Properties Technical Assistance Document* Unit 3 – Exponents and Scientific Notation 4 6.5 7.1 a – d Number and Number Sense Positive exponents and perfect squares. Negative exponents for powers of ten Scientific notation for numbers greater than zero Compare and order rational numbers and numbers written in scientific notation Determine square roots Algebra Extensions 8.5 Computation & Estimation Estimating square roots Unit 4 – Algebraic Expressions and Order of Operations 6 6.8 7.13 6.19 7.16 Computation and Estimation Patterns, Functions, and Algebra Order of operations Translating verbal expressions into algebraic expressions and equations Evaluate algebraic expressions for replacement values of the variables. 1 Review and Assessments Quarter 2: 21 blocks total
George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 31(1), 82-92. Gewertz, C. (2010). Proposed standards go public. Education Week, 29(25), 1-15. Holsendolph, E. (2005). Building a’culture of effort.’ Issues in Higher Education. April, 2005, 30-33. Jacobsen, E. (2006). Higher placement standards increase course success but reduce program completions. Journal of General Education, 55(2), 138-159. Jenkins, D., Jaggars, S.S. , & Roska, J. (2009). Promoting gatekeeper course success among community college students needing remediation. Informally published manuscript, Community College Research Center, Columbia University, New York, NY. Katsinas, S.G, & Bush, V.B. (2006). Assessing what matters: Improving college readiness 50 years beyond Brown. Community College Journal of Research and Practice, 30, 771-786. McGann, M. (1947). Diagnostic testing and remedial teaching for common errors in mechanics of English made by college freshmen. Journal of Educational Psychology, 38(8), 499-503. Nichols, J. & McCartney-Christensen, H.. (2009). Instructor’s resource manual: The writer’s world: Essays. Upper Saddle River, NJ: Pearson Education, Inc. Ohio of Regents. (2007). English expectations for college readiness. Proceedings of the K-16 Seamless Transition. Retrieved from http://regents.ohio.gov/collegereadiness/policies/EngCollegeRediness07.pdf.
In to receive a P in English 0096, you must: Earn a score of Satisfactory or Exceptional on at least 3 of your required essays; Earn an average of at least 70% on all out-of-class exercises; Earn an average of at least 70% on all in-class exercises, AND Pass the English 0096 Exit Exam. Scoring of Essays: The following rubric indicates how your multiple-draft essays in English 0096 will be scored. The Exceptional Essay The Satisfactory Essay The Unsatisfactory Essay Shows evidence of planning and/or revision. some evidence of planning and revision. Shows little or no evidence of planning or revision. Contains an appropriate thesis and/or controlling idea. Contains a thesis, but this thesis may not be entirely appropriate. Lacks a thesis or controlling idea. Fulfills all aspects of the assignment. Responds adequately to the assignment. Indicates that the writer understood the gist of the assignment, but the writer may have had some difficulty fulfilling the assignment. May fail to fulfill the assignment. Contains adequately constructed paragraphs. Contains paragraphs with sentences, but there may be some flaws in paragraph construction. Contains flawed paragraph construction. Expresses developed ideas. All or most of the paragraphs are long enough to indicate that the writer has considered each subtopic. Expresses some developed ideas, but other ideas may be underdeveloped. Expresses ideas which are severely underdeveloped. Such essays are often characterized by short paragraphs.
Other – Are the citations appropriate to the text and properly researched including a reference(s) page (Bullock, et. al. A-37) Curriculum and Biblical Perspectives Chart Perspective Perceptions & Goals Essential Questions Materials & Resources Classroom Procedures Classroom Assessment Perennialism This text is/was one that will/has stood the test of time. How is this text relevant to today’s world? Yesterday’s? Tomorrow’s? Approved book or Article APA Knight, 2006, p. 118 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to real world issues. Grading as indicated in basic lesson plan. Essentialism This text reinforces specific learning objectives. What basic knowledge is gained from this text? What “need to know” information is provided? Approved book or Article APA Knight, 2006, p. 122 Bullock, et al, p. A-37 Generate a five paragraph indicating the significance of the theme, plot and setting as relevant to needed skills and knowledge. Grading as indicated in basic lesson plan. Progressive The text aids in problem solving and advances the children in those skills. What problems are presented and how are they resolved? What alternative choices could have been made? What outcomes would have been likely? Approved book or Article APA Knight, 2006, p. 108 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to problem solving. COSMO Grading as indicated in basic lesson plan.
Reconstructive Character skills that aid in the benefit of society are in this text. How does this text advocate for social change? Why was change needed? How it have been advanced? Approved book or Article APA Knight, 2006, p. 128 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as socially relevant. COSMO Grading as indicated in basic lesson plan. Biblical This text advocates Biblical principles. What Biblical foundation is espoused in this text? How is it presented? Are other Biblical principles represented? What verses come represent those same principles? Approved book or Article APA Cates, 2010, n.p. Quinn, et al, 2012, p. 173 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to Biblical values. COSMO Grading as indicated in basic lesson plan. References American Psychological Association. Publication Manual of the American psychological association (Current ed.). Washington, D.C. Bullock, R., Brody, M., & Weinberg, F. (2014). The Little Shawnee Handbook (Vol. 2). New York: W. W. Norton. Cates, P. (2010, July 11). A Christian Philosophy of Education. Retrieved March 16, 2015, from http://www.faithchristianmin.org/2010/07/a-christian-philosophy-of-education/ Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective (4th ed.). Berrien Springs, MI: Andrews University Press. ISBN: 9781883925543.
Note: This paper will be graded on the following: Content – does it meet each basic requirement Organization – is it in sequence as presented in the opening Style – This paper will be in the current APA format Mechanics – Is grammar and composition correct Other – Are the citations appropriate to the text and properly researched including a reference(s) page Curriculum and Biblical Perspectives Chart Perspective Perceptions & Goals Essential Questions Materials & Resources Classroom Procedures Classroom Assessment Perennialism This text is/was one that will/has stood the test of time. How is this text relevant to today’s world? Approved book or Article APA Knight, 2006, p. 118 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to real world issues. COSMO Grading as indicated in basic lesson plan. Essentialism This text reinforces specific learning objectives What basic knowledge is gained from this text? Approved book or Article APA Knight, 2006, p. 122 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to needed skills and knowledge. COSMO Grading as indicated in basic lesson plan. Progressive The text aids in problem solving and advances the children in those skills. What problems are presented and how are they resolved? Approved book or Article APA Knight, 2006, p. 108 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as COSMO Grading as indicated in basic lesson plan.
relevant to problem solving. Reconstructive Character skills that aid in the benefit of society are in this text. How does this text advocate for social change? Approved book or Article APA Knight, 2006, p. 128 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as socially relevant. COSMO Grading as indicated in basic lesson plan. Biblical This text advocates Biblical principles. What Biblical foundation is espoused in this text? Approved book or Article APA Cates, 2010, n.p. Quinn, et al, 2012, p. 173 Bullock, et al, p. A-37 Generate a five paragraph essay indicating the significance of the theme, plot and setting as relevant to Biblical values. COSMO Grading as indicated in basic lesson plan. References American Psychological Association. Publication Manual of the American psychological association (Current ed.). Washington, D.C. Bullock, R., Brody, M., & Weinberg, F. (2014). The Little Shawnee Handbook (Vol. 2). New York: W. W. Norton. P. (2010, July 11). A Christian Philosophy of Education. Retrieved March 16, 2015, from http://www.faithchristianmin.org/2010/07/a-christian-philosophy-of-education/ Knight, G. R. (2006). Philosophy & education: An introduction in Christian perspective (4th ed.). Berrien Springs, MI: Andrews University Press. ISBN: 9781883925543.
2. Command of Language 2a. Reading Engage in active reading strategies to interpret and summarize content of written works 2b. Writing Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments Select, evaluate, and cite reputable and appropriate sources. Explanation: 4. Information Literacy 4a. Use of Libraries Evaluate appropriateness of primary and secondary, popular and scholarly source materials Select, evaluate, and cite reputable and appropriate sources. 4b. Use of computer applications and emerging technologies Select, evaluate, and cite reputable and appropriate sources. Use appropriate technology to collect, analyze, summarize, and/or communicate information. Communicate electronically using email and course management software. Explanation: STUDENT LEARNING GOALS- General Education student learning goals. Will your Gen. Ed. IIIB course address this outcome? If yes, check the box. OUTCOMES- Specific knowledge or skills students develop through their college experience.
VI. METHODS OF EVALUATION Methods of evaluation may include, but are not limited to: X Essay Exam X Classroom Discussion Skill Demonstration X Problem Solving Exam X Reports/Papers/ Journals X Participation X Objective Exams X Projects X Other (specify) Essay, objective, and problem-solving exams; reports, journal entries VII. REPRESENTATIVE TEXTS AND OTHER COURSE MATERIALS Gylys, Barbara, and Mary Ellen Wedding . Medical Terminology Systems. 5th ed. Davis, 2005. Cohen, Barbara Janson. Medical Terminology: An Illustrated Guide. 6th ed. Lippincott, Williams, and Wilkins, 2000. VIII. STUDENT MATERIALS FEES X No X Yes IX. PARALLEL COURSES College Course Number Course Title College of the Canyons HLHSCI 236 Nursing Practicum Lab 3 Ventura College Bus V 29 ER p\Practices 3 SDSU BioL 167 Medical Terminology 2 X. MINIMUM QUALIFICATIONS Courses Requiring a Masters Degree: Nursing XI. ARTICULATION INFORMATION A. Title V Course Classification: 1. This course is designed to be taken either
Establish and maintain cooperative and professional working relationships with individuals, groups, public, and private agency personnel Plan, organize, and provide professional learning opportunities; including on-site coaching, demonstration lessons, and classroom visitations with feedback to teachers and administrators Adjust presentation style, content, level of specificity etc. for varying stakeholder groups Take direction and adjust performance based on input from supervisor Self-direct Demonstrate flexibility and openness to change Maintain and improve professional skills and knowledge Facilitate groups of adult learners and engage adult learners in professional learning Meet timelines Education and Experience Any combination of education and experience that would likely provide the required knowledge and abilities is qualifying. A typical way to obtain the knowledge and abilities would be: Education: Masters Degree from an accredited college or university with an emphasis in education or closely related field desirable. Experience: Five (5) or more years of directly related experience in K-12 classrooms Experience in development and presentation of professional learning to adults Credentials: Appropriate valid California Teaching Credential and a valid California Administrative Services Credential is desirable. Work Environment: The following conditions may be present: Walking on uneven ground when outdoors Exposure to student illness, injuries, infections and bodily fluids May be exposed to chemicals contained in cleaning products May be required to maneuver into awkward positions Other Requirements: Must be fingerprinted and a satisfactory Department of Justice records check must be received by SCOE, prior to employment TB testing will be required upon employment Must pass a pre-employment physical (if applicable) May be required to obtain first aid and CPR certificates within the first 6-12 months of employment May be required to drive to school sites; may require a current California drivers license and proof of insurance, and possible participation in the DMV Pull Notice Program once employed
Educational supervisors and trainers should understand that advising on curriculum coverage and helping trainees to populate the more difficult areas (suggestions for this below) is part of their brief in assessing the quality of the ePortfolio. If a trainer removes a curriculum link because it is inappropriate, then he/she should make a comment about it on the log entry (this can’t be removed). If the trainee consistently links inappropriate areas, then a note could be added to the ESR, CSR or educator’s notes. Discuss log entries and curriculum linkage overtly at the half-day release. This could be done using a ‘staged’ consultation, and all making a ‘log entry’ afterwards, with differences discussed as a group. ST3s could help less experienced trainees with this process. Highlight the of capturing reflections on the working of the secondary care system, especially in terms of patient experience. For less common curriculum areas: Arranging to attend specialist clinics whilst in secondary care – e.g. Learning Disability, Drug and Alcohol services doing psychiatry, or genetics and sexual health clinics while doing O&G Inviting speakers in areas to the half-day release Thinking laterally – many everyday aspects of everyday consultations involve ethical issues for example. Selecting difficult areas to explore in the half-day release sessions and discussion groups. Each member could prepare and present important topics in each area. This could include ‘journal club’ type sessions to look at latest GP research. Conclusion The main concern of all members and those canvassed for their opinions, is that setting any minimum standard will be simply setting a bar which everyone has to jump. This will distract from the actual process of reflection itself. There is also a concern that it would also create the potential for a ‘good’ trainee to be penalised for too few entries, when the ones they have done are thoughtful, of high quality and highly reflective, and from which they really benefit and progress. K Wishart 28.01.2015
Learning: A natural process of exploration that children engage in from birth, as they expand their intellectual, physical, social, emotional and creative capacities. Early learning is closely linked to early development. Learning framework: Refer to approved learning framework above. Learning outcome: A skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families. Learning relationships: Relationships that further children’s learning and development. Both adult and child have intent to learn from one another. Play-based learning: A context for learning through which children organise and make sense of their social world as they engage actively with people, objects and representations. Sources Belonging, Being & Becoming – The Early Years Learning Framework for Australia: Educators’ Guide to the Early Years Learning Framework for Australia: Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011, ACECQA: Guide to the National Quality Standard, ACECQA: National Quality Standard Professional Learning Program: Victorian Early Years Learning and Development Framework: Victorian Early Years Learning and Development Framework – Resources for Professionals: Service policies Code of Conduct Policy Environmental Sustainability Policy Inclusion and Equity Policy Interactions with Children Policy Nutrition and Active Play Policy Participation of Volunteers and Students Policy Road Safety and Safe Transport Policy Sun Protection Policy Supervision of Children Policy Water Safety Policy The Approved Provider is responsible for: ensuring that the educational program is stimulating and engaging, enhances children’s learning and development, and is based on an approved learning framework (refer to Definitions) (Section 168) ensuring the developmental needs, interests and experiences, and the individual differences of each child are accommodated in the educational program (Section 168) (refer to Inclusion and Equity Policy) ensuring the educational program contributes to each child: developing a strong sense of identity being connected with, and contributing to, his or her world having a strong sense of wellbeing
Provide a stimulating and calm environment that is conducive to learning. Promote individuality and foster self-esteem in both children and staff ensuring that all achieve and give of their best. Encourage and promote a sense of belonging, partnership and responsibility for the community. Ensure everyone feels safe and secure. Inspire all to have high expectations and aim for challenging targets. Understand and celebrate the beliefs and traditions of the community Fundamental British Values The Department for Education (DfE) gives a requirement to promote the fundamental British Values. The following have been identified as fundamental British Values, democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. Separately, the Counter Terrorism and Security Act also places a duty on schools “to have due regard to the need to prevent people from being drawn into terrorism” (the Prevent duty). Statutory guidance on the duty is available at https://www.gov.uk/government/publications/prevent-duty-guidance. To help demonstrate what this in practice, the following examples are based on what is in the statutory guidance. They are just that – examples - and not exhaustive list, but hopefully useful to you. Democracy: making decisions together: can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what direction a topic may develop or engagement with the School Council. Staff can support the decisions that children make and provide activities that involve sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued. Rule of law: understanding matter:
Appendix C: Example of Year level Curriculum Audit tool Domain/Program (annual hours) Time allocation Term 1 Term 2 Term 3 Term 4 English 320 hours Writing Reading and Viewing Speaking and Listening Spelling Grammar Mathematics 200 Number and Algebra Measurement and Geometry Statistics and Probability Science 60 hours Understanding, inquiry skills, human endeavour Physical Education/Sport 80 hours Movement and activity Interpersonal development Art 60 hours Visual Performing LOTE 60 hours Intercultural knowledge Health 20 hours Health knowledge and promotion Building social relationships Theme: Theme: Theme: Theme:
Integrated study (Thinking Processes/ Personal Learning) 80 hours History Civics Design and Technology Sustainability ICT Co-curricular activities Activity Date (or week) Activity Date (or week) Activity Date (or week) Activity Date (or week) Mandated assessments and monitoring Intervention support assessments
Pre-Professional Curricula Changes mandated by the receiving institution to the pre-professional curricula should be submitted in a memo to the Associate Vice Chancellor the From/To format. The changes may be approved by the Associate Vice Chancellor and then forwarded to the Registrar’s Office. Curricular Policies and Procedures for Post-Baccalaureate and Post-Master’s Certificate Programs Introduction The Office of Graduate School at the University of Wisconsin-Whitewater will provide an administrative structure to support graduate certificate programs at the post-baccalaureate and the post-master’s levels. programs are intended to complement the broad range of degree and licensure programs already available at the University of Whitewater-Wisconsin. Certificate programs will provide opportunities for practitioners to further specialize in areas of value to their respective fields. Certificates may represent stand-alone programs designed to provide specialties that enhance an undergraduate degree, they may be earned in the process of fulfilling graduate degree requirements, or they may symbolize specialties gained after the completion of a master’s degree. Graduate certificates are awarded by individual academic departments, and are not considered an academic degree by the University. As such, individuals completing graduate certificates are not eligible for participation in commencement activities. General Policy Requirements A graduate certificate program must require a student to complete no less than 9 graduate credits, and require no more than 18 graduate credits. A maximum of 40% of the credit hours towards any certificate program may be accepted as transfer credits. Students who are currently enrolled in the Graduate School and who wish to pursue approved graduate certificate programs must apply for admission to such programs before one-half of the required credits are completed. Students pursuing a graduate certificate will be required to meet the same requirements as those defined for degree-seeking students (e.g. admitted to the Graduate School either in “good standing” or on “probationary basis”; to complete a certificate program, a student must be in “good standing”). Proposals for programs may be adopted for an indefinite time period, or for a period of a specific number of years (a sunset clause). If the program is approved for a fixed period, unless a program review specifically recommends its continuation (which may be for an indefinite period or for an additional fixed period).
2C Ancient India Ancient History 6.5 1. How did Hindu beliefs shape ancient Indian society? 2.What is the story of Buddhism in India? Ancient World Textbook Chapters 15,16 Workbook Geography Notebook Ancient India Timeline -Student Interactive notebook pg. 106, Create an acrostic for the word Hinduism. It should include three ways Hinduism has affected life in India. -Compare the caste system of ancient India to America’s class system. Your project must include visual components and definition of each level of the system. Rubric used for grading. - In a small group, student will create a visual brochure that describes the five basic beliefs of Hinduism and how these beliefs helped to shape ancient Indian society. The brochure must be detailed, accurate, creative and colorful. -Interactive Student Notebook pg. 112: What do you think the Buddha would say is the secret to happiness? Answer this question by filling in a thought bubble with words and simple illustrations. You must use these words in your response- wealth, suffering, craving, nirvana. -Summarize the Buddha’s teachings into a graphic organizer. -With a partner create a mini newscaster report describing the role Buddhism played in ancient - India and today. Grade based on rubric. Vedas, Sanskrit, Brahmanism, caste, reincarnation, pilgrimage, Buddhism, Buddha, ascetic, alms, nirvana,
KS3 SCIENCE CURRICULUM PLAN Group 1, 2, 3 and 4 Topic Term 1 Term 2 Term 3 Working scientifically Ask relevant questions. Plan & set up simple experiments that are fair tests that involve equipment such as thermometers and stop watches. Draw simple conclusions using correct scientific language. Produce & interpret data. Make simple conclusions. Know repeating an experiments leads to reliable results. Make predictions. Use standard units correctly. Draw labelled diagrams. Store results in tables & draw simple conclusions from them. Look for trends, similarities and differences. Use secondary evidence. Produce bar charts. Use evidence to suggest improvements for investigations and raise further questions. Chemicals Know that atoms make substances and objects. Know what atoms are made from. Use the periodic table to find out information about atoms and elements. Draw the atoms in elements, compounds and mixtures. Investigate how chemicals change during a reaction. Write word equations for reactions. Learn the hazard symbols found on chemicals. Name common and alkalis. Identify the pH of different acids and alkalis. React acids and alkalis together to create a neutral solution. Investigate the reactivity of metals. Investigate the products of reactions with metals. Test for oxygen, carbon dioxide and hydrogen. Write simple symbol equations. Plants Structure of a tree and a flowering plant limited to stem, root, leaves, flower. Be able to label a flower and know it is the reproductive part of the plant.
Label a plant and know the function of each part, including stem to carry water from roots to leaves. Know that plants make their own food by photosynthesis. Describe how pollination occurs by insects or wind. What are the requirements of plants to grow? Animals including humans Calcium is needed to make strong bones. Animals cannot make their own food but eat other animals and plants. Be able to name and locate, skull, pelvis and rib cage. Name important bones of the skeleton and know the function of bones and what would happen if humans did not have bones Name common birds and mammals and know if they are herbivores or carnivores and be able to make simple comparisons. Humans need meat (protein to grow), diary, starchy foods for energy, and vegetables/fruit (for health) in their diet. Know the sense organs for sight and sound Recognise diagrams of the human circulatory system and know the function of the heart. State the job of the heart and lungs. Know blood vessels carry food oxygen and water around the body. Know the difference in the function of arteries (away from heart) and veins (towards heart). Compare and contrast the diets of different animals. Know the function of muscles. Reinforce features of the 5 vertebrates and differences between insects and spiders, which are invertebrates. Rocks Describe the appearance and features of different types of rock. Describe what a fossil is. Know how different are made in the rock cycle.
February Explain the procedures for acquiring capital for a corporation 4.3.1 Chapter 12 March Explain procedures in preparing end-of-fiscal period reports for a corporation 4.4.1 Chapter 13 April Journalize adjusting, closing, and reversing entries for a corporation 4.4.2 Chapter13 April/May (15-20 hours) First Class Image Wear (simulation for a merchandising business organized as a corporation) All Skills Chapters 1-13
Term 3 Electricity (Changing circuits) Rainforest & Global Positioning (longitude latitude, hemispheres. tropics of Artic/Antarctic circle, time zones) Extended Study – Britain Beyond 1066 – Industrial Revolution and its impact on society E-Safety Unit 6.1 We are app planners Unit 6.2 We are app developers Unit 6.6 We are marketers Static balance base Coordination – Floor movement patterns Agility – Ball chasing Coordination with equipment Make you feel my love (Pop Ballads) Reflect, Rewind and Replay (End of year music for production) Painting – Kandinsky & Lowry (abstract painter) sketching, painting Construction Create your own electronic watering device Skills – Strengthen structures, electronic systems, cams Christianity Why do Christians make promises in marriage? What do your clothes say about you? Relationships Changes Including: Budgeting, changing schools, managing emotions. Monter un café (Creating a café) Quoi de neuf? (What’s in the news) 5-day Residential PGL - Liddington, Active/adventure (alternate with Year 5) Box Hill School Nurse visit Please note that in 2014 all classes will follow French from the Year 3 unit to begin as it is a new language being studied. Years 5 & 6 will progress more quickly through the units but will not be expected to follow units of study for their own year groups at this stage.
Whitley Abbey Primary School Curriculum Overview Map Year 2 History Ongoing theme Geography Ongoing Science Art Food TEech DT RE PSHE PE Autumn 1 Land Ahoy Seas and famous Explorers. Weather and seasons YEAR 2 DO NOT THIS UNIT (YEAR 1) Continents, seas and Oceans of the Four Corners – UK Seasonal Changes YEAR 2 DO NOT DO THIS UNIT (YEAR1) Uses of Everyday Materials Good choices Shaping up Self portraits- 2 in the style of Paul Klee. Sketching Landmarks Studying famous paintings depicting boats. Making a snack Making a model boat and testing it out to float. Our land (exploring sounds) Using technology to retrieve information. and Symbols Growth mindset English Country Dance Autumn 2 Street Detectives - How Our local area has changed. Geography of our area. ANIMALS including Humans Take care Animals including HUMANS Growing up Tourist cloth bags Textiles – Simple cloth bag with own printed motif. Christmas Concert- sing and use instruments Festivals People who help us Gymnastics/ invasion Spring 1 Towers, Tunnels and Turrets Castle life of significant Amazing structures around the world / towers, castles, bridges in the local area. Living things and their Habitats Our changing world: What’s your habitat? Sculpture using natural objects Making models of towers , tunnels and bridges. Travel (exploring performances) Toys (focussing on beat) coding Places of Worship – church visit Going for Goals Spring 2 Create castles using software. Christianity/Easter Dilemmas Orienteering
Summer 1 Beach Combers The Seaside Trip to Bosworth Water Park Food chains Basic needs of humans. Seaside Architecture (Hundertwasser) Puppets Seasons (exploring pitch) Weather (exploring sounds) Word processing Religious Leaaders / Easy and Difficult questions. Caring for the environment Games Summer 2 Plants Apprentice gardener Sex and Relationships
All Saints’ College Junior School Curriculum Overview Year 1 Term 4 2014 Mathematics Text: Targeting Maths 2 Targeting Maths Mentals 2 Mathletics Level 2 Working Mathematically in the strands: Number-100s Chart patterns Ordinal Numbers Vertical Addition and Subtraction Number facts Patterns & Algebra- Number patterns Build number facts Division Measurement- Area Mass Time- Clocks / Timetables Space & Geometry - 3D objects / drawing from different angles English Talking & Listening and Writing centred around the themes: Spring, Transport, Insects Celebrations: Remembrance Day, Christmas, and Text types: Information Report, Oral Response Spelling - Topic and high frequency words, word families and affixes Grammar – related to the text being written Handwriting – Text: Targeting Handwriting Book 1 Letters associated with the Spelling phoneme focus Reading - Individual home readers - Individual reading work cards (Yellow Box) - Reading Groups Flying Colours (ability) Phonics - THRASS chart & individual work linked to spelling, reading and writing Creative and Performing Arts Performing in the Thanksgiving Service Art work related to the themes: Spring Remembrance Day Transport Christmas Science & Technology Themes: A Place in Time - Spring Students investigate the climate during Spring, study why we have seasons and how the environment is affected. Schoolyard Safari, Students observe the features and behaviour of small animals, students glimpse the diversity of animal life. Students explore small animals leading to a better understanding of how their adaptations help them survive in their habitats. Through investigations, students learn how animals move, feed and protect themselves. Human Society and its Environment Themes: Celebrations- Remembrance Day / Christmas This unit provides opportunities for students to explore the customs and practices associated with celebrations. The unit focuses on what celebrations mean to people, and the similarities and differences in the ways people celebrate. Transport- Health & Personal Development Class Assemblies Weekly PE lessons Infants Sport Weekly Chapel services Christian Studies
a Change control process and template Module 6 (Day 4 - 5) Business Analysis and Requirements Gathering Simulation This business analysis & requirements gathering simulation demonstrates how the entire life of a project fits together and how the business analysis artifacts and requirements gathering techniques taught in class build on each other. Each student facilitates a stage in the life cycle using the scoping, business requirements definition and software specifications artifacts and Students will apply and be evaluated on applying the BABOK Competencies as follows: Business Analysis Planning Elicitation & Life Cycle Strategy Analysis Analysis & Design Definition Underlying analytical thinking and problem solving, behavioral skills, interaction skills and
Science Option 4 lessons Pool A 3 lessons Pool B 3 lessons Pool C 3 lessons Pool D 3 lessons Pathway Science Trilogy Separate Science History Geography French Spanish iMedia Separate Science Business Studies Childcare Design Technology Music Photography Art I Media Hospitality and Catering Studies Photography Sports Studies % of Curriculum 16% 12% 12% 12% 12% Year 10 options subjects/lesson number:
Science Option 4 lessons Pool A 3 lessons Pool B 3 lessons Pool C 3 lessons Pool D 3 lessons Pathway Science Trilogy Separate Science History Geography French Spanish iMedia Separate Science Art Business Studies Hospitality and Catering Photography Media Studies Hospitality and Catering Design Technology Photography Art GCSE PE/Sports Studies % of Curriculum 16% 12% 12% 12% 12% Year 11 options subjects/lesson number:
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Nur Rec Pets and animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of Garden 1 Where do the wheels on the bus go? Why is the Wii more fun than Grandma’s old toys? Why can’t meerkats live in the North Pole? you be a pesky pirate? Who was Florence Nightengale and why was she so important? Why did the Titanic sink? 2 What would Christopher Columbus find interesting about our town? Was the Great Fire of London really that great? Where would you prefer to live: England of Africa? What was it like when the Queen came to the throne in 1953? Why do we love to be beside the seaside? Why is Robert Peel so important to Bury? 3 Who lived in Britain? (Stone Age) Why do people choose the Mediterranean for their holidays? Who first lived in Britain? (Iron Age) What have the Greeks given us? What makes the Earth angry? How did the Victorian period help shape the Manchester we know today? 4 Where to river run to? Why is Manchester such a cool place to live? What is so great about the Romans? What was life like 100 years ago? What could you see from the top of Mount Blanc? Why were Norman castles not bouncy? 5 Were the really smashing? What’s so special about the USA? How can we rediscover the wonders of Ancient Egypt? Why are rainforests so important? How could Hitler have convinced a nation like Germany to follow him? Why is the Gold Coast so golden? 6 Where the Vikings always vicious and victorious? How would I get home from Bury’s twin town in China without a Sat Nav? Who were the Mayans and what have we learnt from them? Where would you rather live: the Sahara Desert, Arctic Tundra or the Lake District? Why was the Islamic Civilization around AD900 known as the ‘Golden Age’? How can we keep endangered species safe?
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Nur Rec Pets and other animals Celebrations Winter Wonderland Spring and Lifecyles The Magic of Fantasy At the Bottom of Garden 1 Plants Everyday Materials Seasonal Changes Animals including humans Healthy Living How to be a scientist 2 Plants Everyday Materials Living things and their habitats Animals including humans Healthy Living 3 Plants Light Forces and Magnets Animals including humans Rocks 4 States of Matter Sound Living things and their habitats Electricity Animals including humans 5 Properties and changes of materials Earth and Space Forces Living things and their habitats Animals including humans 6 Evolution and inheritance Living things and their habitats Animals including humans Electricity Light
6 What do religions believe about life and death? (All faiths) How do Buddhist faith followers worship? (Buddhism) What similarities and differences do religions share about depicting God/s? (All faiths) Why is Holi so colourful? (Hinduism) How is the message/teachings in Qur’an relevant in the lives of faith followers today? (Islam) What is our human responsibility for protecting the world? (All faiths)