The document discusses the General Capabilities within the Australian Curriculum. It explains that the Melbourne Declaration identified 8 learning areas that guided the Australian Curriculum's development. The curriculum also includes 7 General Capabilities and 3 Cross-Curriculum Priorities that underpin learning and teaching. The 7 General Capabilities are literacy, numeracy, ICT skills, critical thinking, ethical behavior, personal and social skills, and intercultural understanding. Teachers are expected to teach and assess students' development of these capabilities through the learning areas.
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
EDUCATIONAL DEVELOPMENTAL SEMINAR TOPICS IN EDUCATION Vol. 2
by:
Celia D. Andas, Ph.D.
Janet C. Parpa, Ph.D.
Kathleen M. Morales, M.A.
Laura V. Cespon, Ed.D.
Leonardo B. Dorado, Ph.D.
Sylvia J. Pidor, Ph.D.
Marilou T. Lozarita, Ed.D.
Maria Nancy Q. Cadosales, Ph.D.
Thelma O. Alderite, Ed.D.
Romeo M. Daligdig, Ed.D.
Diagnosis of needs in curriculum developmentMonica P
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
A presentation on UDL for teachers in a school. Delivered at a workshop to educate teachers on the need to help and train them for effective classroom management
Universal Design for Learning and the Common Core ELA Standards: Rigorous Rea...Public Consulting Group
The Common Core State Standards (CCSS) for ELA & Literacy make explicit the knowledge and skills that students need to be college and career ready as readers, writers, researchers, presenters and thinkers. The challenge for teachers and administrators is how to support all students to work toward and meet more demanding academic expectations. The Universal Design for Learning (UDL) Framework conceptualizes a means of meeting this challenge. If UDL “habits of design” are incorporated into CCSS English Language Arts (ELA) & Literacy curriculum and instructional practices, we can collectively prepare students to be ready for the rigor of college and careers.
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
Planning Tool: WA Guidelines for Career Development and Transitions Dr Peter Carey
The Planning Tool will assist teachers reflect on where they are at to a whole school approach to creating a career Development Culture in a school environment
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. Background
The Melbourne Declaration identifies eight (8)
learning areas and was one of two key documents that
guided the development of the Australian Curriculum:
•English
•Mathematics
•Science
•Languages
•The Arts
•Technologies
•The Humanities
•Health and Physical Education
3. The Australian Curriculum Implementation
General Capabilities (7) and Cross Curriculum Priorities (3)
4. The General Capabilities
“are a key dimension of the Australian
Curriculum, and are taught and
assessed in the content of the learning
areas …
… they underpin and inform our
learning and teaching and should be
explicit i.e. clearly Identified within each
learning area subject program”…
5. The General Capabilities
What are the General Capabilities?
The Australian Curriculum is underpinned by seven (7)
General Capabilities. These are:
• Literacy
• Numeracy
• Information & communication technology capability
• Critical and creative thinking
• Ethical behaviour
• Personal and social capability
• Intercultural understanding.
6. From a Broader Perspective
… the notion of general capabilities are not new! …
In Australia, there are a number of existing arrangements to address general
capabilities/non-technical skills:
•Employability Skills Framework used in the Vocational Education and Training
sector.
•Graduate Attributes developed by universities.
•Australian Core Skills Framework, foundation skills for the workforce.
•The Australian Blueprint for Career Development, which addresses career
management competencies considered essential for life long learning.
•The Australian Qualifications Framework, which spans all education and training
sectors, also refers to four broad categories of Generic Skills.
• The Overarching Outcomes, WA Curriculum Framework, and now the
•General Capabilities that form part of the new Australian Curriculum for schools.
(EMPLOYABILITY SKILLS FRAMEWORK STAGE 1, FINAL REPORT , DEEWR,
JANUARY 2012).
7. The General Capabilities
are those capabilities deemed essential to assist students
‘manage their life, learning and work’ throughout their
lifespan.
They are the knowledge, skills, behaviours and dispositions that will
assist students to live and work as successful independent learners
and as active, confident, creative and informed individuals (Shape
of the Australian Curriculum – ACARA, December 2010).
8. General Capabilities
Where Can I Find More Information
About the General Capabilities?
•Overviews that describe the nature, scope and
significance of each General Capability are on the
General Capabilities section of the Australian Curriculum
website.
10. The Capabilities in the Learning Areas
The General Capabilities are addressed through the
learning areas and are identified where they offer
opportunities to add depth and richness to student
learning in content elaborations.
http://www.australiancurriculum.edu.au/English/Curriculum/F-10
11. Resource Support – C.N.A. Scootle
Go to http://ims.cathednet.wa.edu.au
ID: <surname.firstname> Password: <your CathEdNet email password >
Another Resource F to Year 10 …“ICT across four Domains”
https://docs.google.com/document/pub?id=1dA5idOGlWJdOHSgNhhMnNjTJpVtqdLwSLoatFo0vOhk
12. The General Capabilities
All of the Seven (7) General
Capabilities consist of three sections:
•Introduction
•Organising elements
•A continuum across stages of schooling
13. The General Capabilities
EXAMPLE: ICT Capability
• Introduction
“…The capability involves students in
learning to make the most of the digital
technologies available to them, adapting
to new ways of doing things as
technologies evolve and limiting the risks
to themselves and others in a digital
environment …
14. The General Capabilities
• The Organising elements
The ICT capability is organised into five (5) interrelated
elements:
• Investigating with ICT
• Creating with ICT
• Communicating with ICT
• Managing and operating ICT
• Applying social and ethical protocols and practices
16. The General Capabilities
A learning progression, showing development
across bands of year levels.
•For Literacy and Numeracy, this work includes
descriptions for the end of Years 2, 4, 6, 8 and 10
… by the end of 2012, K will be included.
•For the other five capabilities presently the work
includes descriptions for the end of Years 2, 6 and
10 … by the end of 2012 it will also include K, 4, and 8.
17. The General Capabilities
Teaching and assessment of the
General Capabilities
•Teachers are expected to teach and
assess General Capabilities to the extent
that they are incorporated and identified
within each learning area.
18. The General Capabilities
How are the General Capabilities in
the Australian Curriculum Evident in
your Learning Area?
Good teaching in each of the learning areas will
always contribute to a student’s development of
General Capabilities.
How do you presently cover the capabilities?
Discuss this in your learning area!
•Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-learning-areas
•Source: ACARA: Shaping Papers: Phase 2 and 3 - http://www.acara.edu.au/curriculum/curriculum.html
e.g. Languages Shaping Paper Page 35
19. The General Capabilities
How are the General Capabilities
Evident in the Australian Curriculum?
The Australian Curriculum reinforces this expectation by
incorporating these seven (7) General Capabilities into learning area
content descriptions in ways appropriate to each learning area.
Which of the seven (7) General Capabilities will you incorporate
in appropriate ways into your learning area?
•Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-learning-areas
•Source: ACARA: Shaping Papers: Phase 2 and 3- http://www.acara.edu.au/curriculum/curriculum.html