The document outlines the curriculum at West Barns school, describing their focus on literacy, numeracy, health and wellbeing, and other subject areas. It explains that the curriculum is designed to help students become confident individuals, responsible citizens, effective contributors, and successful learners. It also notes that the school evaluates students' progress, seeks feedback, and looks for ways to continuously improve students' experiences and outcomes.
The presentation we gave at NCPTW in Chicago this past November. It details a series of meetings between our tutors and tutors from Minnetonka High, Windward Academy, Edison, and Glenbrook North
This presentation shows the launch of Classroom Library in a Box service. The service enhances the Welcome Back to school reading program for the Maskwacis community.
The presentation we gave at NCPTW in Chicago this past November. It details a series of meetings between our tutors and tutors from Minnetonka High, Windward Academy, Edison, and Glenbrook North
This presentation shows the launch of Classroom Library in a Box service. The service enhances the Welcome Back to school reading program for the Maskwacis community.
Come for the Games; Stay for the Games Research: Undergraduate Games ResearchSeriousGamesAssoc
A case study on implementing an undergraduate games research and scholarship initiative, this talk outlines the formation, initiation, challenges, and future of the Games-Engaged Analysis and Research Group (GEAR) at George Mason University. The talk will address: the challenges and opportunities presented in collaboration between faculty from disparate disciplines; transdisciplinary and humanities approaches to games research; practical concerns involving funding and student participation non-credit-bearing activity, and the benefits of incorporating undergraduate researchers in serious games studies.
The Application of Montessori Model in Teaching Reading to Very Young Learner...Hertiki Marsaid
Maria Montessori had many great ideas when it comes to teaching children how to read. The Montessori reading curriculum has three essential principles: a strong foundation in phonics, comprehension based on visualization, and whole language, or learning to read for meaning and using context clues. In the Montessori classroom, by the age of four, children are developmentally read and eager to begin the preparation for reading. Reading in kindergarten is very important because they have to start using the reading ability before they go to primary school. This paper was intended to know how the teacher implements Montessori in teaching reading. The previous study on Montessori showed that children proved to be better prepared for elementary school in reading and math skills than non-Montessori children. This paper was a case study. It was conducted in sixteen meetings at Kindergarten 2 Ruby class where the authors were the non-participant observer so they did not take any participation in the English teaching and learning activites. The authors obtained the data from interviews, classroom observations, field notes, video recording and pictures taking. The result of this paper showed that the teacher implemented Montessori model in teaching reading by using of some teaching techniques (phonics reading, nursery rhymes, games, fun activites, storytelling), teaching aids, and different teaching procedures. It can be concluded that the teaching techniques, teaching aids, and teaching procedures which the teacher uses, makes the students become more active and they are willing to participate during the lesson.
Keywords: Reading in kindergarten level, Montessori model of teaching, Phonics Reading, Kindergarten 2 Ruby Class, Teaching Techniques, Teaching Aids, Teaching Procedures
Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
Come for the Games; Stay for the Games Research: Undergraduate Games ResearchSeriousGamesAssoc
A case study on implementing an undergraduate games research and scholarship initiative, this talk outlines the formation, initiation, challenges, and future of the Games-Engaged Analysis and Research Group (GEAR) at George Mason University. The talk will address: the challenges and opportunities presented in collaboration between faculty from disparate disciplines; transdisciplinary and humanities approaches to games research; practical concerns involving funding and student participation non-credit-bearing activity, and the benefits of incorporating undergraduate researchers in serious games studies.
The Application of Montessori Model in Teaching Reading to Very Young Learner...Hertiki Marsaid
Maria Montessori had many great ideas when it comes to teaching children how to read. The Montessori reading curriculum has three essential principles: a strong foundation in phonics, comprehension based on visualization, and whole language, or learning to read for meaning and using context clues. In the Montessori classroom, by the age of four, children are developmentally read and eager to begin the preparation for reading. Reading in kindergarten is very important because they have to start using the reading ability before they go to primary school. This paper was intended to know how the teacher implements Montessori in teaching reading. The previous study on Montessori showed that children proved to be better prepared for elementary school in reading and math skills than non-Montessori children. This paper was a case study. It was conducted in sixteen meetings at Kindergarten 2 Ruby class where the authors were the non-participant observer so they did not take any participation in the English teaching and learning activites. The authors obtained the data from interviews, classroom observations, field notes, video recording and pictures taking. The result of this paper showed that the teacher implemented Montessori model in teaching reading by using of some teaching techniques (phonics reading, nursery rhymes, games, fun activites, storytelling), teaching aids, and different teaching procedures. It can be concluded that the teaching techniques, teaching aids, and teaching procedures which the teacher uses, makes the students become more active and they are willing to participate during the lesson.
Keywords: Reading in kindergarten level, Montessori model of teaching, Phonics Reading, Kindergarten 2 Ruby Class, Teaching Techniques, Teaching Aids, Teaching Procedures
Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
This presentation describes an approach that involves different stakeholders in developing and creating a culture of wellness as well as implementing a comprehensive wellness program that includes involvement from staff, students, and community members.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
6. • Focussed teaching of reading
skills
• Orkney Reading Guidelines
• WB Pupil Reading Skills
progression
• Opportunities to apply
reading skills in different
contexts
• Focused support where
needed
• Jolly Phonics programme
• Pupils working in reading
ability groups across classes
• Muckle Reading
• Accelerated Reader
• Paired Reading Programme
• Peer Reading
• New reading resources
• New school library
• World Book Day
• Teachers planning reading
together
• Teachers moderating reading
together in our school and
with other schools
7. • Focussed teaching of
writing skills
• Orkney Writing Guidelines
• Write to the Top targets
• Focused support where
needed
• Opportunities to apply
writing skills in different
contexts
• Teachers planning writing
together
• Teachers moderating
writing together across
the school
• Whole school approach to
presentation and
handwriting
8. • Orkney Listening and
Talking Guidelines
• Cooperative Learning
• Focused support where
needed
• School Committees
• Class presentations
• School assemblies
• School performances
• Visitors to school
• School trips
• Rotary Quiz
• Presentation to Education
Committee
• French and German lessons
• Mandarin Project
10. • WB pupil maths skills
progression
• Focussed support when
needed
• Heinemann Active Maths
• Number Counts
• Study Ladder
• Opportunities to apply
skills in other contexts
• Spring Maths Challenge
• New maths resources
12. • Team West Barns
• Personal targets
• Wellbeing wheel survey
• Cooperative Learning
• Outdoor learning
• Golden Rules and Golden Time
• Playground Rules
• Creating Confident Kids
• Achievement Assemblies
• E-profiles
• Learning Journeys
• Circle Time
• Paired Reading
• Team Tuesday
• Acorn Group
• Riding Therapy
• Multisport
• Transition activities
• School Committees
• Whole school approach to teaching HWB
• Health Week
• Class Topics
• Keeping Myself Safe
• Living and Growing
• Child Line
• Road Safety
• School visitors
• Risk Factory
• House challenges
• School performance
• School assemblies
• John Muir Award
• 2 hours PE per week
• Sports taster sessions
• After schools clubs
• Football team
• Walk once a week
• Outdoor education
• Bikeability
• Swimming lessons
• Physical Friday
• School Garden
• Farm to Fork visits
• Cooking activities
• General school hygiene routines
• Local Health Board checks
• Eco Group
• Burns Supper
• Christmas Dinner
• Festival celebrations
• Diversity food tasting
• First Aid
• E-safety
• World of Work Day
31. • Team West Barns – our new Vision Values and Aims
developed by pupils, families and staff
• Our Golden Rules and Golden Time
• Playground Rules chosen by pupils
• Encouraging parents to have greater involvement in
the school
• Stronger school and community links
• Pupils committees
• Cooperative Learning
• Developing closer links with other cluster schools
• School House events
• School sports teams
34. • Languages and Literacy
• Numeracy
• Health and Wellbeing
• Social Studies
• Science
• Religious and Moral Education
• Expressive Arts
• Technologies
36. This gives you an
opportunity to make
links in your learning
or use you knowledge
and skills differently
37. • Based on your learning questions
• Cooperative learning opportunities
• Joint projects between classes
• Use local community and environment
• Makes relevant links between the different things
you learn
• Gives you the opportunity to apply literacy and
numeracy skills in different situations
45. You will develop the knowledge and skills
through:
• Pupil learning questions and ideas
• Carefully planned learning activities
• Using the local environment and
community
• Opportunities to link areas of your
learning together
53. Health and
Wellbeing
• Mental, Emotional, Social and Physical
Wellbeing
• Planning for Choices and Change
• Physical Education, Physical Activity
and Sport
• Food and Health
• Substance Misuse
• Relationships, Sexual Health and
Parenthood
61. • Technological Developments in
Society
• ICT to Enhance Learning
• Business Computing Science
• Food and Textiles
• Craft, Design, Engineering and
Graphics
66. • By evaluating how well you have learned on a
weekly basis
• Through discussing your learning and teaching with
other teachers and the Head Teacher
• Helping you evaluate your learning for your
Learning Journeys
• Planning your learning to make sure that you find it
interesting, motivating and challenging
67. To help you do
well in different
things inside and
outside school
68. • Learning Journeys
• Personal Targets
• Cooperative Learning
• Achievement Assemblies
• Stars of the Week
• Reading Awards
• Maths Challenge
• School Assemblies and
Performances
• School committees
• Golden Time
• House Events
• Sports Teams
• Sports Day
• Sports Taster Sessions
• Cooperative Learning
• Transition Activities
• Paired Reading Project
• Peer Reading project
• Library Monitors
• House Captains
• Accelerated Reader
• House Points/DoJo Points
• Team Tuesday
• Acorn Project
• Riding Therapy
• Multi Sports
• Outdoor Learning and Nature
Play
• John Muir Award
• Bikeability Awards
• After-school Clubs
• Brass Lessons
70. • Primary 7 transition activities
• Meeting between Dunbar Grammar School teachers and
Primary 7 teachers
• Cluster Primary 6, Primary 5 and Primary 4 transition
activities
• Nursery to P1 transition activities
• Introduction to Nursery activities
• Working with pupils from different classes
• Meet your new teacher/class mornings
• Class teachers meeting regularly to discuss your
learning
• Class teachers visiting other schools in the cluster to
make sure that we are all assessing your learning in the
same way
71. To make sure that all
the adults that work
with you understand
how to help you to do
your best
72. • Have clear targets for your learning
• Share your targets with everybody who works with you
• Make sure that if you need support in the classroom
there is somebody there to help you
• If you need a more help with your learning:
– Team Tuesday
– Paired Reading
– Acorn Project
– Riding Therapy
– Multi-Sport
• Making sure that you are invited to any meetings about
your learning and have an opportunity to share your
strengths and next steps
• Work closely with any other adults or organisations who
help you with your learning
• Make sure that you know who you can speak to if you
have any problems at school
90. • Learning based on pupil
questions or ideas
• Work at your level
• Personal Targets
• Learning Journeys
• School Committees
• Cooperative Learning
• Outdoor Learning
• Active Learning
• Special Theme Days or
Weeks
• Visitors to School
• Using your skills in
different areas of the
curriculum
• Accelerated Reader
• Acorn Project
• Paired Reading
• Team Tuesday
• Teachers plan activities
together
• House Challenges
• Sports Taster Sessions
• School Trips
• Assemblies
• School Performances
92. • Programmes of Study
• Work at your level
• Personal Targets
• Learning Journeys
• Maths Trackers
• Reading Trackers
• Write to the Top
Targets
• Accelerated Reader
• Spring Maths
Challenge
• Cooperative Learning
• Acorn Project
• Paired Reading
• Team Tuesday
• Bikeability
• John Muir Award
94. • Team West Barns
Vision, Values and
Aims
• Cooperative Learning
• Golden Rules
• Playground Rules
• Class Rules
• Assemblies
• Programmes of Study
• Learning Intentions
and Success Criteria
• Learning Journeys
• Personal Targets
• Maths Trackers
• Language Trackers
• Achievement
Assemblies
• Star of the Week
• Accelerated Reader
96. • Verbal feedback from Staff
• Written feedback from Staff
• Learning Journeys
• Personal Targets
• Individual Education or Action Plans
• Maths Tracker
• Reading Tracker
• Accelerated Reader
• Write to the Top Assessments
• Reading assessments
• Spring Maths Challenge
• Peer Assessment
• Self Assessment
• Class Discussions
• Group Discussions
• Parent and Family Feedback
97. Lets you know what
your learning intention
and success criteria
are for each area of
your learning
98. • Programmes of Study
• Teachers Planning
• Decided in discussion with pupils
• Shared by staff
• Written in jotters or on work
• Learning Journeys
• Peer and Self Assessment Sheets
100. • Individual Tasks
• Working in Pairs or
Trios
• Cooperative Learning
Home Teams
• Table Groups
• Maths Groups
• Language Groups
• Acorn Group
• Team Tuesday
• Paired Reading
• PE
• Outdoor Learning
• School Committees
• Golden Time
• House Challenges
• Sports Teams
• Homework Tasks
107. • Languages and Literacy
• Numeracy
• Health and Wellbeing
• Social Studies
• Science
• Religious and Moral Education
• Expressive Arts
• Technologies
118. • Talking to you about
your learning
• Learning Journeys
• Written and verbal
feedback
• Peer assessment
• Self assessment
• Marking your work
• On-line assessments
• Seeing where you can
work independently
and where you need
help in your learning
• AR and Star Reader
results
• Checking to see if you
have understood what
you have learnt.
123. Look at your work
to make sure we
are giving you all
the challenge and
support you need
124. Look at how we
plan to help you
learn to see if we
can do it better
125. • When you are working
individually
• When you are working in
groups or pairs
• In different areas of the
curriculum
• When you are working with a
member of staff
• During School Committee time
• While you are learning outside
• When you are working with
school visitors
• The work in your folders and
jotters
• The work in your Learning
Journey
• Listen to what you say about
your learning
• Listen to what your parents or
families say about your
learning
• Listen to what the staff have to
say about your learning
• Look at how we can help you
achieve your targets
126. Give our staff the
opportunity to
develop new skills
to help you learn
127. • Developing Team West
Barns
• Families, pupils and
staff working together
to improve the school
• Letting staff decide
what training they
need to help them and
the school improve
• Teachers watching
each other teach to
share good ideas
• Teachers planning
learning together
• Staff leading school
developments
• Regular meetings with
the Head Teacher to
discuss learning
• Regular meetings with
the Head Teacher to
discuss pupils’
progress