CBS school curriculum 1
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The curriculum at Cockle Bay School is based on the New Zealand curriculum statements and focuses on developing rich, real, relevant and respectful learning. It integrates key competencies, the school's mission and values, and teaches literacy, numeracy, science, and technology. The curriculum is delivered through quality teaching, collaborative planning, integration of subjects, differentiation, and engaged learning opportunities with feedback.
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Literary Detective: Find connections between your book and other books,
movies or television shows. What themes, characters or plot devices are
similar? Present your findings to the group.
Literary Critic: Write a book review evaluating the strengths
Heather Scheurer, Resume 2015 v2
Heather Scheurer is an experienced teacher seeking a teaching position. She has over 10 years of experience teaching kindergarten through 3rd grade. She receives high ratings for her teaching abilities and has experience integrating technology into the classroom. She is proficient in many educational software programs and uses data to customize learning for students.
Joining a Curriculum Delivery Partnership
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CURRICULUM PLANNING.pptx
The document discusses curriculum planning and development. It states that the quality of a school's curriculum shapes the quality of thinking and minds of students. Effective curriculum planning stimulates change, raises awareness, and ensures activities are documented as a resource. Curriculum planning involves setting goals, choosing resources, and assessing progress. The staff room is where teachers can discuss problems, research improvements, and develop a shared vision to enhance student learning outcomes. Evaluation of the curriculum measures the achievement of objectives and smooth implementation of educational programs. Ultimately, the curriculum encompasses all subjects, content, programs, resources, and experiences that occur in school.
Sir William Atkinson - Britain's most successful headteacher
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Ea210 curriculum development and management syllabus
This document outlines the course description, objectives, outline and references for an EA 210 graduate course on Curriculum Development and Assessment offered at Bukidnon State University. The 3-credit, 54-hour course discusses theories and practices for developing, delivering and managing instructional programs. It encourages students to design curricula exemplifying principles discussed and to conduct an action research project on curriculum innovations. The course aims to develop students' critical thinking and provide advanced training in scientific inquiry and independent research for sustainable development and social change. It covers topics such as curriculum models, design, implementation, evaluation, trends/innovations and compares educational systems.
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Wendy Bow is an experienced teacher with over 15 years of teaching experience in Australia and overseas. She has taught all primary grade levels from pre-kindergarten to year 7. Her experience includes teaching English as a second language in South Korea. She holds teaching qualifications from Murdoch University and Edith Cowan University. Her approach focuses on positive classroom management, differentiated instruction, and inquiry-based learning. She strives to create engaging learning environments and build classroom communities.
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This document discusses curriculum development. It explains that curriculum development requires a deep understanding of underlying concepts and approaches. There are several major categories of curriculum approaches, including subject-centered, broadfields, social problem, and learner-centered.
The process of curriculum development involves 6 steps: 1) assessing educational needs, 2) formulating educational objectives, 3) selecting criteria for content, 4) organizing content, 5) selecting learning experiences, and 6) evaluating the curriculum. Each step is further defined in the document.
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Qualities of a Good Teacher
After completion of the training workshop, the participants will be able to know:
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- Knowledge
- Communication skills
- Interest
- Respect for students
- Personal characteristics of an excellent teacher
- General Qualities of a Good Teacher
- Specific Qualities of a Good Teacher
- Use of Knowledge
- What does an effective teacher look like?
- Characteristics and Abilities of Effective Teachers
EXPECTIONS FROM CBSE SCHOOLS NEP 2020
The document discusses expectations from CBSE schools regarding implementing the National Education Policy 2020. It outlines that schools need to prepare students for rapid change and unknown future jobs/technologies. Schools should focus on developing students' understanding of different perspectives, respect for others, and responsibility towards sustainability.
The key points discussed are:
- Schools should focus on planning, access and retention, following frameworks, and providing resources.
- Teachers need training in various pedagogies, subjects, identifying student potential, and engaging parents. All teachers must be qualified.
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Tam Kim Ngo resume (1) copy
Tam Kim Ngo has over 20 years of experience in early childhood education and daycare management. She has worked as a head start teacher, preschool teacher, daycare director, and life insurance agent. Her skills include classroom management, behavior management, developing educational programs, resolving conflicts, and ensuring facilities meet regulatory requirements. She has a bachelor's degree in elementary education and maintains all required clearances.
Edward CV 3
Edward Obuya is seeking a position that allows him to utilize his education and experience in helping students and institutions achieve their goals. He has over 20 years of experience in education, including currently serving as Principal of Mt. Kenya Academy Foundation Limited since 2013. Prior to that, he was Deputy Principal of The Aga Khan Academy Mombasa from 2002-2012, where he coordinated curriculum activities for special needs students. He holds a Master's Degree in Educational Administration and Management from Kenyatta University.
EPS Charter 2012
This document provides information about Elm Park School, including its mission, values, priorities and curriculum. It summarizes that:
1) Elm Park School is a state-funded primary school in Auckland that aims to empower all learners to achieve their personal best. It recognizes national education priorities like improving literacy, numeracy and outcomes for Māori and Pacific students.
2) The school values qualities like perseverance, initiative, respect, trust and caring. It encourages students to develop thinking skills, use of language and texts, self-management, relationship skills and participation.
3) The school's curriculum focuses on English, maths, science, social studies and health/PE. It aims to
Blog presentation
This document proposes a choice program at the Northern Learning Centre that focuses on project-based and personalized learning with a focus on 21st century skills. It would start with grades 8-9 and potentially expand later. Key aspects include applied learning through student-selected projects, use of digital tools, a low student-teacher ratio, and an emphasis on collaboration, communication, creativity and health. Research suggests 21st century learning involves meaningful projects, school as a base for inquiry, collaboration over individual work, and taking advantage of digital technologies. The timeline proposes information sessions, hiring staff, and professional development over the next school year.
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This document summarizes presentations from the ULearn 2010 conference on using various digital tools. It describes how Keynote can be used as an e-portfolio to showcase student work. It also discusses the many educational resources available on Britannica and how it can be used for differentiation. Finally, it mentions how the iPod Touch can support literacy with applications for reading practice and how iWeb allows teachers to easily create classroom websites.
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Kathy Currey provided feedback on a professional development conference she attended. She found it to be a worthwhile learning experience that provided great ideas to inspire and educate attendees. She hopes the ideas from the conference will benefit the children at CBS. Kathy suggested several purchases for the school including mirrors, software, and a new art program. She also recommended continued professional development in information and communication technology and sending more staff to a future conference.
Cybersafety rules 2010 years 1 and 2
The document outlines 10 rules for students in Years 1-2 to follow when using information and communication technology (ICT) at school. The rules instruct students to only use ICT equipment like computers for schoolwork with teacher permission, only access the internet when an adult is present, keep passwords private, ask teachers if unsure about something, not use ICT to bully others, tell a teacher if anything upsetting is found online, not bring personal ICT devices to school, get teacher approval before posting any personal details online, and be careful with all school ICT equipment.
Cybersafety rules 2010 years 3 to 6
These rules outline appropriate and safe use of information and communication technology (ICT) equipment at Cockle Bay School for students in Years 3-6. The rules specify that students must have parent permission before using ICT, only use equipment for schoolwork, and ask teachers any time they are unsure if an online activity is allowed. Students are prohibited from accessing inappropriate content, sharing personal information without permission, or damaging equipment. Breaking these rules may result in parental notification and disciplinary action.
A blast from the past planning example
1) This document outlines a learning unit plan for a 5th grade class focusing on why we should value the past, using World War 1 and ANZAC Day as examples.
2) Students will learn about technology used in WW1, how people recorded and remembered the past through letters, diaries, and museums. They will compare technology over time.
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CBS ICT Goals 2010
This document contains goals and reflections from an educator on integrating various information and communication technologies (ICT) into classroom lessons and activities. It includes 14 goals related to using tools like KidPix, I Can Animate, Mimio, visualizers, and movie editing software to enhance lessons in literacy, math, science and other subjects. For each goal, the educator provides a brief reflection on evidence of progress, such as slideshows created, presentations developed and shared, and how various technologies have been incorporated into daily lessons and student work. The overall reflection indicates an ongoing effort to learn new skills and integrate diverse ICT tools into teaching and learning across the curriculum.
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CBS Inquiry Learning Model is a document from October 2010 that discusses Project Management Institute's approach to inquiry-based learning. It focuses on using questions to guide students in exploring topics, developing their understanding through discussion and research, and sharing conclusions with peers. The model emphasizes collaborative learning through asking questions, researching answers, and reflecting on what was learned.
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- 1. Cockle Bay School Curriculum RICH, REAL, RELEVANT, RESPECTFUL Our Curriculum is based on: • NZ Curriculum statements • Full integration of key competencies • Our Mission statement • School vision, values and goals • Articulation of the 4Cs • A culture of quality • Learning how to learn • Meaningful assessment of and for learning • Spiral of skills in identified learning areas • Specific teaching of key concepts, skills and understandings • Higher order thinking • Prioritised curriculum – literacy, numeracy, science and technology • Parental and pupil consultation • Powerful big ideas for Infusion Learning • Reflection of current issues • Sustainability and future focus • Schoolwide interaction across year levels Delivered through: • Quality teaching • High expectations • Collaborative purposeful planning • Prioritised time allocation • Integration of learning areas (Infusion Learning) • Goal setting • Articulated learning intentions • Differentiated programmes • Opportunities for engaged and challenging learning • E-learning • Quality resources effectively used • Effective feedback and feedforward • Positive schoolwide relationships • Strong community partnerships