zilongwang/ReadingBank huggingface dataset:
Salford City Council herby makes the following Order : 1. This comes into force on (date to be inserted) 2. This order applies to the land specified in Schedule 2 Offence 3. (1) a person in charge of a dog shall be guilty of an offence if, at anytime on any land to which this Order applies he does not keep the dog on a lead, unless – (a) He has a reasonable excuse for failing to do so; or (b) The Occupier or other person or authority having control of the land has consented (generally of specifically) to his failing to do so. (2) For the purpose of this article a person who habitually has a dog in his possession shall be taken to be in charge of a dog at any time unless at that time some other person is in charge of the dog. Penalty 4. A person who is guilty of an offence under article 3 shall be liable on summary conviction to a fine not exceeding level 3 on the standard scale. Date (to be inserted) By resolution of Salford City Council dated (to be inserted) Signed Schedule 2 All Highways and Footpaths in the City of Salford in the area outlined and hatched in red on Map 1 to this order. Appendix 3 The Clean Neighbourhoods and Environment Act 2005 The Dog Control (Prescribed offences and Penalties etc) Regulations 2006 Dogs on Leads by Direction (Salford City Council) Order (2010)
Elmwood Park Takes Action: Local Meeting Mission: un grupo de padres que insipira y apoyan a otros padres para que abogen y tomen accion para que sus hijos puedan ser exitosos en nuestra comunidad. Vision Statement: Para crear igualdad para todos los niños en Elmwood Park. CCYC Goal: Para que el Condado de Bergen se convierta en una comunidad solida y exitosa con la aportacion de padres, criadores, guardianes y miembros de la comunidad. Familias recibiran una tarjeta de regalo de $25 con su asistencia e inscripción. Registrese para ganar un premio!!! ¡Unase con otras familias abogando por cambios para los niños de Elmwood Park! Fecha: 11 de Octubre 2016 Hora: 7pm-9pm Lugar: The Arc 17 Wallace St. Elmwood Park, NJ -o- Fecha: 28 de Octubre 2016 Hora: 10am-12pm Lugar: Care Plus NJ 17-07 Romaine St. Fair Lawn, NJ 07410 Unase a nosotros para aprender sobre el Consejo del Condado de Bergen para Niños Pequeños y como involucrarse. “Like” us on Facebook:
ELO universities EU team KU Leuven - idea>proposal: +32-16-320-944/446 - proposal>project: +32-16-320-631/621 EU team UGent +32-9-264-3029 EU team UAntwerp Department of Research Affairs +32-3-265-3028 R&D Department VUB +32-2-629-3808 Research Coordination Office UHasselt +32-11-268-050 ELO research institutes VITO Karen Vercammen Scientific Relations +32-14-335-550 iMinds Wendy Ruys, Katrien Van Gucht Innovation Policy +32-9-331-4813 , IMEC Anne Van den Bosch Director Public R&D Policies & Programs +32-16-281-682 VIB Lieve Ongena Science Policy Manager +32-9-244-6611 ITM Institute of Tropical Medicine Ann Verlinden Research Coordinator +32-3-247-6686
Eloquent & Truthful Old Testament Scripture The Ten Commandments Noah’s Ark (covenant) Exodus- God kept his promise to the Israelites Jeremiah 1: 4-10 - The Call of Jeremiah New Testament Scripture The Annunciation The Incarnation The Visitation (The Magnificat- Mary’s hymn of praise) The Parables of Jesus, e.g. Luke 13: 18-19 The parables of the mustard seed and the yeast, Matthew 13: (including) The Parable of the Sower Luke 11: 33-36 The lamp of the body The Sermon on the Mount The Transfiguration Peter’s speech at Pentecost 1 Corinthians 13: Love Romans 8: Life through the Spirit Prayers & Hymns The Magnificat Nunc Dimittis (The canticle of Simeon) Bread of Life Oh the Love of my Lord is the Essence-Estelle White Gregorian chants The prayers of St Theresa of Avila Psalms based on trust, e.g Psalm 62 Liturgical Links Baptismal Promises Confirmation -Fruits of the Holy Spirit Marriage Reconciliation Holy Orders-promises and vows Lives of the Saints St Bernadette St Gregory St Thomas More St John Fisher St Vincent de Paul St Bede St Anthony (zealous for justice) St Apollos St Bonaventure St John the Baptist Church & Society in Action St Vincent de Paul society (SVP) CAFOD Missionaries Mission Together People Today Pope Francis, bishops, priests’ sermons Malala Yousafzai Oscar Romero Martin Luther King Nelson Mandela Mother Teresa Nobel Peace Prize Home School Links Golden Rules The Wednesday Word Multicultural Links Hinduism-Diwali (victory of good over evil) Sikhism- "Realization of Truth is higher than all else. Higher still is Truthful Living." (Guru Nanak, Sri Rag) Buddhism-The Four Noble Truths Stories/Poems Pinocchio The Boy Who Cried Wolf Mufaro’s Beautiful Daughters Music and Songs I could sing of your love Smith Art Coventry Cathedral tapestry The Light of the World- William Holman Hunt Christ of Saint John of the Cross-Salvador Dali
The appellants recognise that the decision to impose the discretionary condition, and the subsequent decision to suspend the licences are all grounded in the recognition given by the Authority to the creation of LAPPs under the Act. The appellants submit that although statutory power has been given to territorial authorities to create LAPPs, the statutory status of the LAPPs is unclear. Importantly, the appellants say, the Act does not bind the Authority to enforce an LAPP in its decision making powers. There is no provision in the Act which requires compliance with an LAPP, nor is compliance with an LAPP one of the mandatory conditions that must be imposed under s17. There is no crime for breaching an LAPP. Therefore, the appellants submit, the imposition of the condition by the Authority elevated the status of the LAPP to a legal requirement which was not prescribed by the primary legislation from which the LAPPs are derived. This was both an error of law, and a self-imposed fetter on the Authority’s condition making discretion in s18. Additionally, the appellants submit that the condition as framed by the Authority is defective due to its ambiguity. The condition merely states that the licensee must comply with “any policy” without specificity. In oral submissions, counsel for the appellant recognised that due to the timing of the issuance of the licences, and the subsequent creation of the the Authority could do little more than describe eventual LAPPs in this way. But nevertheless this created an intolerable burden on the appellants to comply with a condition that, in effect, did not exist, and could change over time. This made the discretionary condition unenforceable. Counsel records that the territorial authorities have indicated that permitted zones in their LAPPs will change over time. This is not apparent from the LAPPs although we note that each is subject to a review following a period of time. It was submitted that this manifested
ELA** Overall achievement 30 hour service for reading and writing; 20 in summer Read various genres Write for different genres; use a rubric Math Overall achievement 30 hour service for Claim 1 or 2; 20 hours in summer Offer two Math Literacy Family Nights Provide PD to staff on analyzing data and Claim 1 and 2 strategies ELD TBD High School Graduation Case management via annual INA/MLAP update with a focus on 9th graders Credit accrual (2 courses during RSY and 3 during SS) prioritizing 11th and 12th graders High School Drop out Same as above Same as above School Readiness Primary/Secondary Lang. Development Services should focus on primary and secondary language Parent workshops to support primary and secondary language School Readiness Social-emotional Services have a component Parent workshops to support this goal area OSY Health services One health education workshop Health service and referrals Provide PD to staff on health topics OSY Literacy Increase participation in ELD, ELA, literacy Provide GED/HEP test prep workshops Provide primary lang. literacy services Health Mental Health Two mental health workshops Mental health services and referrals Provide PD to staff on health topics
Parent and Family Engagement Building capacity Provide an orientation and/or resources on MEP services Provide 3/6 workshops (e.g., student data, educational vocab, CTE) Student Engagement Cultural and Self Pride 50% of services have a cultural component 25% of services have a self-pride component Provide two cultural competency PDs
ELSE Videotaped Lesson Formative Observation Form for Domains 2 and 3 Domain 2: The Classroom Environment 2a: Creates an environment of respect and rapport. (2a.1)Interactions with and individual students (CP 13, LO): (2a.2)Students’ demonstration of appropriate interpersonal skills (CP 13, LO): 2b: Establishes a culture for learning. (2b.1)Students’ demonstration of valuing importance of content (LO): (2b.2)Intern and students’ demonstration of high expectations (LO): (2b.3)Students’ demonstration of attending to detail and pride in their work (LO): 2c: Manages classroom procedures. (2c.1)Group work organization and student engagement (LO): (2c.2)Instructional transitions (LO): (2c.3)Management of materials and supplies (LO): (2c.4)Systems for non-instructional duties/routines (LO): 2d: Manages student behavior. (2d.1)Standards of conduct clarity (CP11, LP18, LO): (2d.2)Monitoring of behavior by teacher and students (CP11, LO):
ELSE Reflection on Guidance and Behavior Plan Rubric – Part II Criteria Unsatisfactory Average Above Average Outstanding Reflection on instructional education plan is thoughtful with implications for improvement noted. TESS 4a.1, 4a.2 Candidate did not upload the assignment to Chalk and Wire OR responses were incomplete. Candidate provided adequate reflective responses to all elements of the plan but lacked detail OR had detailed responses but did not meet deadlines. Candidate provided detailed and appropriate reflective responses regarding all elements of the plan and shared it with the university supervisor by the required deadline. Candidate provided detailed and appropriate reflective responses regarding all elements of the plan and shared it with the university supervisor by the required deadline. The majority of the candidate’s reflection was introspective, efficacious, and showed commitment to continued growth as a supportive social and emotional educator. Reflection suggests a determined effort to carry out guidance and behavior plan in an efficacious manner. Candidate’s answers show little determination to carry out the guidance and behavior plan. Candidate’s responses do not reflect self-efficacy for the social and emotional growth of students. Candidate’s answers show a determined effort to carry out guidance and behavior plan for the benefit of all students. If and when adjustments to the plan became necessary, candidate showed some commitment to the plan by making necessary adjustments. Candidate’s answers show a determined effort to out guidance and behavior plan for the benefit of all students. If and when adjustments to the plan became necessary, candidate made necessary adjustments and committed to providing social and emotional support for students. Candidate’s answers show a determined effort to carry out guidance and behavior plan for the benefit of all students. If and when adjustments to the plan became necessary, candidate made necessary adjustments and committed to providing social and emotional support for students. Candidate offers justification for implementation of the plan or revised plan through clear descriptions, student work, photographs, etc.
Appendix 2: Candidate guidance for meeting the learning outcomes All learning outcomes will be assessed via the candidate portfolio: Learning outcomes The learner will: Assessment criteria The learner can: Learner guidance Write your responses in your candidate portfolio 1. Create a safe for an individual to talk 1.1 Find a safe and explain any limits to the listening activity Think about: The type of help you can provide in your role as listener; The limits of your support; What helps a person to feel safe (and reflect on what you need to feel safe)? 2. Help an individual to talk about their concerns 2.1 Help an individual feel welcomed and able to talk 2.2 to what the individual is saying, showing an understanding of their worries and feelings Reflect on how you can help someone feel welcome and comfortable. Use attending skills, open questions and responding skills to encourage an individual to express their concerns and feel heard and understood. 3. Understand the importance of being non-judgemental 3. 1 Demonstrate a approach Identify how you are similar to and different from your peers, family and friends. Identify and challenge personal prejudices and stereotypes. Reflect on how it feels to be accepted and valued. 4. Listen attentively 4.1 Use attending skills to let the individual know they have been heard Reflect on what the following mean (how confident do you feel using them in skills practice?): Non-verbal communication, minimal encouragers, open posture, paraphrasing, reflecting, open questions, empathy. Identify personal blocks to listening. 5. Understand the importance of 5.1 Write about how the listening activity affected them 5.2 Describe why they might need support after listening to someone Notice how you feel after listening to a peer in the group. Be aware of feelings that are difficult and challenging to listen to. Identify a source of personal support if you did need help following a listening activity.
1.3 Check all of your specialty services available on a 24-hour/day on-call basis? (Describe plan for any services not available) ☐ Cardiology ☐ General surgery ☐ Cardiovascular surgery ☐ Neonatology ☐ Anesthesiology ☐ Neurosurgery ☐ Interventional Radiology ☐ Genetics ☐ Biomedical Engineering ☐ Social Work ☐ Neurology ☐ Nephrology ☐ Critical Care Specialist ☐ Pulmonology ☐ Hospitalist ☐ Hematology/Oncology ☐ Infectious Disease ☐ Gastroenterology ☐ Other: Insert additional information here. 1.4 Check available support services and/or consultants that are available (Describe plan for any services and/or consultants not available) ☐ gas laboratory ☐ Chemistry and hematology laboratory ☐ Blood Bank ☐ Pharmacy ☐ Cardiovascular operating room with cardiopulmonary bypass capabilities ☐ Radiology including cranial ultrasound and CAT scan ☐ Occupational and/or Physical Therapy ☐ Developmental/rehabilitation Specialist ☐ Nutritionist ☐ Pastoral Care ☐ Interpreter services Insert additional information here. 1.5 Outline available inter-hospital transport services for patients on ECLS. If you do not provide ECLS transport services, please detail your plan for transporting patients on ECLS to or from your center in case of emergent need. Insert answer here. 1.6 Describe the ECLS Medical Director position responsible for the overall operation of the Center. Provide medical specialty: Insert answer here. Outline specifics of the scope of Directors responsibilities:
Patients Insert additional information here. 1.2 Are there any patients in your institution on extracorporeal life support (specifically a pump with an oxygenator) that are not reported to the registry and why? Insert answer here. 1.3 Check all of your specialty services available on a 24-hour/day on-call basis? (Describe plan for any services not available) ☐ Cardiology ☐ General surgery ☐ Cardiovascular surgery ☐ Neonatology ☐ Anesthesiology ☐ Neurosurgery ☐ Interventional Radiology ☐ Genetics ☐ Biomedical Engineering ☐ Social Work ☐ Neurology ☐ Nephrology ☐ Critical Care Specialist ☐ Pulmonology ☐ Hospitalist ☐ Hematology/Oncology ☐ Infectious Disease ☐ Gastroenterology ☐ Insert additional information here. 1.4 Check available support services and/or consultants that are available (Describe plan for any services and/or consultants not available) ☐ Blood gas laboratory ☐ Chemistry and hematology laboratory ☐ Blood Bank ☐ Pharmacy ☐ Cardiovascular operating room with cardiopulmonary bypass capabilities ☐ Radiology including cranial ultrasound and CAT scan ☐ Occupational and/or Physical Therapy ☐ Developmental/rehabilitation Specialist ☐ Nutritionist ☐ Pastoral Care ☐ Interpreter services Insert additional information here.
2.3 Discuss your for equipment and staff utilization in the event that your center exceeds your normal and usual number of ECLS beds/pumps (increased census). Insert answer here. Workforce For this application, “ECLS Specialist” refers to the individual your center designates to care for the ECLS circuit. 3.1 Describe the pre-requisites required to apply to be an ECLS Specialist. (Must include Specialty/discipline. Include past experience, skills assessments, certifications, etc.) Insert answer here. 3.2 What is your staffing model for your ECMO patients? (Check all that apply) 1 Specialist per pump, patient has a dedicated nurse 1:1 1 Specialist per pump, patient’s nurse may have 1 or more other patients 1 Specialist for 2 pumps, patients have a dedicated nurse 1:1 1 Specialist for 2 pumps, patient’s nurse may have 1 or more patients Single caregiver model (ECLS specialist is also the patient’s nurse) Other (describe below) Insert answer here. 3.3 Who provides primary medical management of the ECLS patient? (Include all individual ECLS populations described in 1.1) Insert answer here.
Emerging Leaders Supervisor Series - Pilot Series 2017-2018 Schedule Before submitting an application, please be sure you can attend each of the dates. Note that the July sessions are optional, though encouraged. All classes will be held at the Fairfax campus. Session Date/Time Kickoff March 23, 2017 9:00 am – 4:00 pm Employee Relations: Part I Performance Management and Standards of Conduct April 27, 2017 9:30 am – 12:30 pm Employee Retention May 23, 2017 1:00 – 4:00 pm Creating an EWP & Compensation June 15, 2017 9:30 am – 12:30 pm Covey’s Habit 3: First Things First (Time Management) *not required July 12, 2017 1:00 – 4:00 pm Myers-Briggs Type Indicator Through a Leadership Lens *not required July 27, 2017 9:30 am – 12:30 pm Hiring A-Z August 17, 2017 9:30 am – 12:30 pm Crucial Conversations September 14, 2017 9:00 am – 4:00 pm Coaching Skills for Supervisors October 12, 2017 1:00 – 4:00 pm Essentials of Compliance, Diversity, and Ethics November 8, 2017 1:00 – 4:00 pm Emotional Intelligence December 7, 2017 9:30 am – 12:30 pm Employee Relations: Part II The Grievance Process January 18, 2018 1:00 – 4:00 pm Benefits and Absence Management February 13, 2018 9:30am – 12:30 pm Working Through Conflict March 7, 2018 1:00 – 4:00 p Retreat April 13, 2018 9:00 am – 4:00 pm
ANNIVERSARY MEET Licence Number: ED/2016/005/L2 13th and 14th February 2016 Mercat Gait Centre, Prestonpans Meet Information: Date: Saturday 13th and Sunday 14th February 2016 Venue: Mercat Gait Pool, Prestonpans, East Pool: 6 lane, 25m pool, electronic timing, anti-wave lane ropes, spectator facilities Events: 50m Backstroke, Breaststroke, Butterfly & Freestyle – Heat Declared Winners 100m Backstroke, Breaststroke, Butterfly & Freestyle – Heat Declared Winners 200m Backstroke, Breaststroke, Butterfly & Freestyle – Heat Declared Winners 400m Freestyle – Heat Declared Winners 200m & 400m Individual Medley – Heat Declared Winners 50m IM Skins Age groups: 12 & under, 13/14 years, 15 & over – Age as at 14th February. Events will be run in mixed age groups, with results sorted by age groups.
TRAINING SESSIONS May 2nd, 2017 9:30-11:30 AM PaTTAN East Magnolia Room 333 Technology Drive, Malvern, PA 19355 Or May 2nd, 2017 1:00-3:00 PM PaTTAN East Magnolia Room 333 Technology Drive, Malvern, PA 19355 To register for one of the sessions, please click and register at the link below by April 27, 2017: Pennsylvania Early Learning Standards Infant/Toddler Early Intervention Southeast Regional Training 2 Infant/Toddler Hours
This assessment gathers evidence of learning for the following Essential Learnings: The Arts — Music Essential Learnings by the end of Year 7 Ways of working Students are able to: select and develop ideas for arts works, considering intended audiences and intended purposes, and make decisions about arts elements and languages create and shape arts works by modifying arts elements to express purpose and to include influences from their own and other cultures and times modify and polish arts works, using interpretive and technical skills present arts to informal and formal audiences for intended purposes, using arts techniques, skills and processes reflect on learning, apply new understandings and identify future applications. Knowledge and understanding Music Music involves singing, playing instruments, listening, moving, improvising and composing by modifying the music elements to express ideas, considering intended audiences and intended purposes, through sound. Duration, beat, time values and metre are used to create rhythm. Pitch and intervals are used to create melody. Tonalities and harmonies are used to organise music in vertical arrangements. Contemporary and traditional musical forms are used to structure music. Vocal, instrumental and electronic sound sources have characteristic sound qualities (tone colour). Relative softness and loudness and emphasis of sounds are used to change dynamic levels and expression of music. Assessable elements Knowledge and understanding Creating Presenting Source: Studies Authority 2007, The Arts — Music Essential Learnings by the end of Year 7, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Learn and practise using and writing rhythmic patterns appropriate for the student cohort. Revise and practise rhythmic and melodic ostinatos. Practise singing, playing and writing the extended do pentatonic scale. Practise singing, playing and writing the la pentatonic scale. Practise reading, writing and performing rhythmic scores. Practise reading, writing and performing melodic scores. Practise reading, writing and playing dynamics.
Introductory drawing activities: <www.sasked.gov.sk.ca/docs/artsed/g5arts_ed/art/appendix_b.html>. Art blog site discussing distortion in drawing: <www.nitaleland.com/project/distortion.htm>. Preparing Consider these points before implementing the assessment. Teachers should consider what objects will be offered as stimulus for students to complete observational drawings. Suggestions include: shoes, fruit, vegetables, bikes, cars, leaves, machinery, trees, flowers, bottles, mugs, bags. Prepare classroom for the assessment. Refer to Appendix C: Organising a Visual Art classroom. Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Section 1. Observational drawings 2–3 hours Select an object from the stimulus provided by the teacher. Complete description and discussion of object based on visual arts elements. Create three observational drawings: contour tonal colour — focusing on a complementary or monochromatic scheme. Complete questions about drawings. Complete self and peer feedback questions. Provide a range of objects to suit group’s interests. Remind students to draw what they see not what they think they see. description and discussion response. Guide and assist as needed. Organise peer feedback Promote sensitivity in discussing other’s drawings. Section 2. Abstract drawing 1–2 hours Create an abstract drawing using distorted grid lines. Display drawings. Discuss distorted grid options. Provide examples of distortion techniques. Guide students carefully through instructions for creating a grid and reinforce that the purpose is to enlarge
Adapting this assessment — technology and equipment Some Media assessments incorporate the use of technology. Teachers are encouraged to adapt this Media assessment to fit with the resources that they have access to in their teaching context. This assessment has been written with flexibility of equipment resources in mind. The following is a list of ideas to help you consider how you could make changes to suit your own particular context. Digital video camera options Section 2 of this assessment has been written to incorporate the use of production technologies. Please note that this assessment could be achieved with the use of only one digital video camera per class. If you don’t have access to a digital video camera, you may have a digital still video camera that will enable students to film short sequences in low resolution. The assessment could also be adapted by presenting to the class and not filming at all. This would also mean adapting the Guide to making judgments to remove the Technologies assessment in Section 2. Tripod options A steady tripod is recommended for the filming of the studio sequences in particular. However, if this is not available, students can be encouraged to place the camera on another stable surface at the appropriate height, such as a table. Computer software options This assessment could be completed as an in-camera edit; that is, students plan their filming so well that only one take is required for each of the studio and location presentation sequences. However, if teachers have access to editing resources, they may wish students to select and edit together their images for a completed news broadcast. Some of the relevant programs that could be used for the editing and presentation of this assessment include: • Moviemaker2 (a free program available for download) • Apple Macs iMovie. Technology extension ideas If the software technology allows, students could add transitions, titling, music and effects to their news broadcast. It is important, however, that these be used to clarify the communication of their news story rather than a demonstration of their technical expertise. Students are not being assessed on their ability to demonstrate the capabilities of computer software programs.
Ways of working Students are able to: identify the relationship between audience, purpose and text type identify main ideas and the sequence of events, and make inferences construct literary and texts by planning and developing subject matter, using personal, cultural and social experiences that match an audience and purpose reflect on and describe the effectiveness of language elements and how the language choices represent people, characters, places, events and things in particular ways. Knowledge and understanding Writing and designing Writing and designing involve using language elements to construct literary and non-literary texts for audiences in personal and community contexts. The purpose of writing and designing includes entertaining, informing and describing. Writers and designers can different roles, and make language choices appropriate to the audience. Text users make choices about grammar and punctuation, to make meaning. Sound, visual and meaning patterns, including word functions, are used to spell single-syllable and multisyllable words. Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting. Language elements Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print-based, electronic and modes (speaking and listening, reading and viewing, writing and designing) in personal and community contexts. Text connectives signal how things, ideas and information are related. Vocabulary is chosen to express ideas and information in a commonsense or technical way. Literary and non-literary texts Making choices literary and non-literary texts involves identifying the purpose, audience, subject matter and text structure. Non-literary texts report, inform, present and seek opinions, present arguments, persuade and negotiate. Source: Studies Authority 2007, English Essential Learnings by the end of Year 5, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Explore minor games and identify and explain details needed to adapt or design a minor game that includes movement skills and sequences.
organisations, catalogues and the internet. Section 3. Developing and presenting the design proposal 3 lessons Design your of business stationery. Create your logo which must be able to be used on all stationery. Create design ideas on paper, developing a few suitable alternatives that meet the requirements of the client. Create a mock-up of all of the stationery using the software available. Supportive role including suggesting resources and discussing the positive and negative aspects of students’ Facilitate activities by providing equipment, and giving helpful advice and feedback. Give guidance and advice in regard to aesthetic, functional, design, and economic and ethical appropriateness. drafting paper, coloured pencils, lead pencils, rulers, computers, suitable software and printer (preferably a colour printer) 1 lesson Present mock-up and costs to client. Include all parts — logo, letterhead, business card and envelope. Record feedback from client in the Client feedback table in the Student booklet. Client to fill in Client evaluation sheet in the Student booklet. Facilitate and give feedback to students. Space to conference 1 lesson Students modify their designs to meet the design requirements of the client. Facilitate and give feedback to students. Computer access Section 4. Producing the stationery 2 lessons Students produce final suite of business stationery. Show their clients and then submit to teacher with completed Student booklet, preliminary designs, etc. Facilitate and assist as required. Computers and suitable software Section 5. Reflecting Complete the Peer and sheet. Respond to reflection questions in the Student booklet. Assist as required. Appendix D: Criteria sheet for student selfassessment (optional) Resources for the assessment Appendix A: Analysing business cards
Ways of working Students are able to: identify and analyse the purpose and context for design ideas generate design ideas that match requirements select resources, techniques and tools to make products plan production procedures by identifying and sequencing steps make products to match design ideas by manipulating and processing resources identify and apply safe practices evaluate products and processes to identify strengths, limitations, effectiveness and improvements reflect on learning to identify new understandings and future applications. Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Different ideas for designs and products are developed to meet the needs and wants of people, their communities and environments. Aspects of appropriateness influence product design and production decisions. Information, materials and systems (resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges. Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas. Assessable elements Knowledge and understanding Investigating and designing Producing Evaluating Reflecting Source: Studies Authority 2007, Technology Essential Learnings by the end of Year 5, QSA, . Links to other KLAs This assessment could be expanded to assess the following Essential Learnings. Mathematics Essential Learnings by the end of Year 5
100 minutes (split over two sessions) Read and analyse the Design Interview the client. Research designs for the product. Create one design and analyse the advantages and disadvantages. Justify this choice. Consult with the client and modify the design as needed. Write up the production plan (material list, safety rules, production steps). Clarify what is required in the Student booklet and the Guide to making judgments as needed. Provide access to computers if necessary. Assist as needed. Give design options if needed. Check draft. Give advice and feedback. Section 2. Production 8–10 hours Construct and decorate the product. Document changes to production steps and design. Assist as needed. Check draft. Give feedback. Section 3. Evaluation and reflection 30 minutes Complete evaluation and reflection. Assist as needed. Check draft. Give feedback. Resources for the assessment Design folio templates Knitty Gritty: Loom knitting special at: <www.youtube.com/watch?v=V6B-pMg0khs> <www.youtube.com/watch?v=GarI0398GrQ> <www.youtube.com/watch?v=aHWBZpaV4_M> <www.diynetwork.com/diy/na_knitting/article/0,2025,DIY_14141_5607279,00.html> Materials: selection of wools sequins, buttons or other embellishments sewing or embroidery threads needles pins fabric scissors circular looms in a range of sizes hook tool.
Glossary Primary colours Red, yellow and blue … may be blended/mixed to make all other colours except white and black Secondary colours Orange, green and purple … are created when two primary colours are blended/mixed Tertiary colours … do not appear on the colour wheel and are created when three primary colours are blended/mixed together in varying quantities Tone … is the amount of lightness or darkness of the colour Variation … creates interest in artworks Variation may be similar and different, so that mean: variation of colour (tone — light and dark) variation of colour within a colour (e.g. warm red/red/cool red) variation in colours (e.g. different or similar colours used …)
This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 5 Ways of working Students are able to: select and develop ideas for arts works, considering different audiences and different purposes, using arts elements and languages create and shape arts works by organising arts elements to express personal and community values, beliefs and observations rehearse and rework arts works, using interpretive and technical skills present arts works to informal and formal audiences, using arts techniques, skills and processes identify and apply safe working practices respond to arts works by identifying and interpreting the influences of social, cultural and historical contexts, using arts elements and languages reflect on learning to identify new understandings and future applications. Knowledge and understanding Dance Dance involves using the human body to express ideas, considering different audiences and different purposes, by selecting dance elements in short movement sequences. Gross and fine motor movements, including locomotor and non-locomotor, are used to create actions for short movement sequences. Group formations are used to organise dancers in short movement sequences. Simple rhythmic patterns are used for timing of movements in movement sequences. Swinging and collapsing movement qualities are used to alter energy in short movement sequences. Structuring devices, including contrast and canon forms, are used to organise short movement sequences. Assessable elements Knowledge and understanding Creating Performing Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 5, QSA, . Links to other KLAs This assessment be expanded to assess the following Essential Learnings: English Essential Learnings by the end of Year 5
This assessment gathers evidence of learning for the following Essential Learnings: Technology Essential Learnings by the end of Year 7 Ways of working Students are able to: investigate and analyse the purpose, context, specifications and constraints for design ideas generate and evaluate design and determine suitability based on purpose, specifications and constraints communicate the details of designs showing relative proportion, labelled drawings, models and/or plans select resources, techniques and tools to make products that meet specifications plan and manage production procedures and modify as necessary make products to meet specifications by manipulating and processing resources identify risks and justify and apply safe practices evaluate the suitability of products and processes for the purpose and context, and recommend improvements reflect on learning, apply new understandings and identify future applications. Knowledge and understanding Technology as a human endeavour Technology influences and impacts on people, their communities and environments. Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services. Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability. Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments. Information, materials and systems (resources) The characteristics of resources are matched with tools and techniques to make products to meet design challenges. Resources are selected according to their characteristics, to match requirements of design challenges and suit the user. Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications. Assessable elements Knowledge and understanding Investigating and designing Producing Evaluating Reflecting Source: Studies Authority 2007, Technology Essential Learnings by the end of Year 7, QSA, . Links to other KLAs This assessment could be expanded to assess the following Essential Learnings: The Arts — Visual art Essential Learnings by the end of Year 7
Audacity free, open-source software for recording and editing sounds is available for a range of operating systems: <http://audacity.sourceforge.net>. ACID Xpress free loop-based music software: <www.sonycreativesoftware.com/download/freestuff.asp>. ACIDplanet.com provides free loops and samples: <www.ACIDplanet.com>. FL Studio 8 audio workstation (formerly Fruity Loops) is free to trial: <www.flstudio.com>. Anvil is a free Windows Vista program for recording and editing sounds: <www.anvilstudio.com>. Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Resources Section 1. Creating loops 4–5 concurrent with Section 2 Use a variety of programs and techniques to manipulate musical elements (e.g. duration, pitch, structure, texture and tone colour) to create 15 different audio loops. Guide and assist students as required. A variety of software programs (e.g. Audacity, Anvil, Hammerhead, FL Studio 8). Computer hardware, including . Section 2. Process diary 4–5 weeks, concurrent with Section 1 Outline the steps taken and techniques used to create each loop and write a diary entry of at least one paragraph for each. and assist students as required. Computers with wordprocessing software. Section 3. Dance music composition 4–5 Use the created audio loops and other sample loops to structure a piece of dance music. Continually reflect on the creative process to refine the composition. Encourage students to experiment with different ideas, and to continually reflect on their creative process to refine their composition. A variety of software programs (e.g. Acid Xpress). Computer hardware, including . Appendix A — a creative process. During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process.
Performance and audience etiquette Performance etiquette Looks like … with movements flowing together; no stops and starts unless planned clear still starting position clear frozen pose to end the dance. Sounds like … so dancers can concentrate and focus on their dance positive comments and praise for dancers. Feels like … excited, worthwhile, valued motivated, engaged, happy comfortable in performing, purposeful, satisfied. Audience etiquette Looks like … people watching attentively everyone is quiet and respectful audience is seated, focused and looking towards performers. Sounds like … quiet during performance praise and encouragement with clapping at end of performance positive, respectful comments. Feels like … everyone is valued all students make worthwhile contributions audience is motivated, engaged and interested performers try best.
This assessment gathers evidence of learning for the following Essential Learnings: The Arts Essential Learnings by the end of Year 9 Ways of working Students are able to: make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages reflect on learning, apply new understandings and justify future applications. Knowledge and understanding Music Music involves singing, playing instruments, listening, moving, improvising and composing by manipulating the music elements to express ideas, considering specific audiences and specific purposes, through sound. Duration, beat, time values and metre are used to create and vary rhythm. Pitch, tonalities, scales and intervals are used to create and vary the horizontal arrangement of sound. Tonalities and harmonies are used to organise music in different vertical arrangements. Contemporary, traditional and genre-specific musical forms are used to structure music. Interaction between the linear and the vertical arrangement of music is used to create the texture or density of sound. Relative softness and loudness of sounds, and digital and electronic devices, are used to change dynamic levels and expression of music. Assessable elements Knowledge and understanding Responding Reflecting Source: Studies Authority 2007, The Arts Essential Learnings by the end of Year 9, QSA, . Listed here are suggested learning experiences for students before attempting this assessment. Explore and listen to a variety of blues songs. Place blues songs in a social and historical context. Further develop a working knowledge of scales and keys. Continue to develop a thorough knowledge and understanding of the primary chords of I, IV and V and practise writing and identifying them both aurally and visually. about and practise using chords in “piano style”. Practise playing and performing blues compositions. Learn about the blues genre.
Communicating our strategies for getting on together Ways of acting out strategies for getting on together Ways of publishing strategies for getting on together Ways of talking about or communicating strategies for getting on together Who? What? Where? When? Why? Who? What? When? Why? Who? What? Where? When? Why?
Fett gibt dem Körper Energie und Vitamine A, D, E und K. Isst du zu viel Fett, dann bleibt es als Fett in deinem Körper. Oft ist das Fett im versteckt. Kartoffelchips werden in Öl gebraten. Also haben sie Fett. Viele Leute zu viel Fett. Pass auf und iss nur sehr wenig Fett. Wenn du viel Butter, Margarine oder Öl isst, dann isst du auch viel Fett. Wenn du Pommes frites isst, dann isst du auch viel Fett. Pflanzliches Fett ist besser als tierisches Fett. Von zu viel Fett kann man Herzkrankheiten bekommen. Mineralien Mineralien sind wichtig für gesundes Körpergewebe und um die Körperfunktionen zu regulieren. Wir sollten kein zusätzliches Salz zum hinzufügen. Natrium, das bereits im vorhanden ist, reicht aus. Wenn man zu viel Salz isst, kann man zu hohen Blutdruck bekommen.
1 minute per speaker In pairs or groups of three, speak in the target language about the foods they eat, how often they eat them, foods they like and dislike. Provide students with opportunities to present their conversation, e.g. to the whole class, to a small audience during or out of class time. Observe students presentations. Scripts or supporting notes Consider video-taping the role-plays Guide to making judgments
Wo sind die Nährstoffe im Essen? Wo im Essen sind die Kohlenhydrate? Kohlenhydrate sind in Brot, in Weetbix, Müsli und in Nudeln. Kohlenhydrate sind auch in Kartoffeln. Wenn du Sport treibst oder wenn du dich viel bewegst, dann brauchst du viele Kohlenhydrate. Kohlenhydrate sind gut für dich. Sie geben dir Energie. Sie haben auch Ballaststoffe, damit du gut zur Toilette gehen kannst. Wo im Essen ist der Zucker? Zucker ist in Bonbons und Süßigkeiten. Zucker ist auch in Schokolade. Zucker ist schlecht für deine Zähne. Zucker ist in den meisten Kuchen und in Eiscreme. In Cola, Fanta und anderen Limonaden ist auch viel Zucker. Zu viel Zucker deine Zähne kaputt. Pass auf und iss nicht zu viel Zucker! Isst du zu viel Zucker, dann wird der Zucker in deinem Körper zu Fett. Zucker gibt deinem Körper Energie. Aber es ist gute Energie. Sie kommt und verschwindet sehr schnell. Wo im sind die Proteine?
Nutritional breakdown Nährwerte Name des Essens Fett (g) Natrium (Salz - g) Zucker (g) Kilojoule Große Portion Pommes frites 29 300 0 2 215 Fleischpastete 26 900 8 1 880 Hamburger 24 840 7 2 090 Hähnchenkeule 8 250 0 585 33 1 550 3 2 885 Lasagne 16 600 0 2 300 Butterbrot mit Schinken und Salat 17 900 4 1 255 Fisch mit Pommes frites 35 600 5 2 510 Schokoladenriegel 15 0 30 1 110 Dose Cola oder Fanta 0 0 40 645 Schmalzkuchen 10 180 10 1 045 süßes Brötchen 19 0 20 940 Orangensaft 0 0 50 495 Kartoffelchips 15 130 0 630
Resources for the assessment Appendix B Indicative language exponents Hiragana and katakana charts (optional) Suggested implementation plan Suggested time Student activity Teacher role Section 1. Food habits diary 15 minutes Review script charts — hiragana and katakana. Distribute script charts. 1 hour Complete the food habits diary in Japanese. Assist as required. Section 2. Note to the editor 1 hour a 200-character note to the editor of a health food magazine. Assist as required. Section 3. Cultural influences 1 hour Participate in discussion on the use of from other languages. Facilitate discussion. 1 hour Complete the table and answer questions. Assist as required.
Visual arts materials and processes Use the following list as suggestions to explore feelings, experiences and observations about machine inventions. Materials A range of surfaces to draw, paint and print on, such as: coloured paper corrugated cardboard fabric scraps glossy magazine images newsprint pages from phone books round solid shapes of various sizes small boxes or containers A range of natural and man-made construction materials to work with or on, such as: discarded plastics — bottles, containers, plastic sheeting ice, water, sand leaves, branches and bark mechanical objects, parts of bicycles, broken toys, junk, old computer parts A range of wet and dry media to combine and apply, such as: chalk pastels charcoal clay coloured inks pencils, coloured pencils felt pens paint (e.g. acrylic, watercolour) natural dyes or stains (e.g. beetroot, ochres, marbling inks) plaster PVA glue sand thick or thin drawing materials to draw over dry paint thick or thin sticks to scratch through wet paint wax crayons wire, string and modroc (or mod roc), a plaster impregnated bandage tissue paper calico strips Processes assembling constructing folding inventing inverting joining layering mixing moulding overlapping printing repeating rotating scratching back sculpting segmenting sponging tearing twisting wrapping Adapted from: The Arts (2002) sourcebook modules, Studies Authority: <www.qsa.qld.edu.au/syllabus/687.html>.
Cloze exercise C’era una Un marziano verde nella foresta mangiava Un astronauta marrone nello spazio dormiva Un mostro feroce nella giungla cantava Un dragone gentile nel mare giocava Un dinosauro forte nel fiume parlava Un leone contento/a nella caverna piangeva Un re grande sulla luna rideva Una regina triste nel bosco nuotava Una strega arrabbiato/a sul pianeta ballava Una principessa crudele alla spiaggia correva Un gigante selvaggio/a montagna scappava Write a story choosing appropriate words from the list above to complete the sentences below. Sentences C’era una volta Era molto Si chiamava Abitava Un giorno ando` Vide (he / she saw), incontro` (he/ she met), trovo` (he / she found) Era molto e “ ”, (he /she said). “ ”. (Vieni con me — come with me; non piangere — don’t cry; giochiamo insieme — let’s play together; Io ti amo — I love you; io ti aiuto — I’ll help you; io ti porto a casa — I’ll take you home.) E cosi` vissero felici insieme per sempre. (And so they lived together happily ever after.)