Enrichment evaluation 2015
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The document provides information and instructions for students to evaluate an enrichment program and provide feedback to help improve it. It outlines a process for students to discuss the program's strengths and weaknesses in small groups and complete an online survey. Students are also asked to provide comments on specific past enrichments and to choose new enrichments for the upcoming term from the options presented. The feedback will be used to help re-launch the program later in the term.
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Enrichment Evaluation 2015
The document provides information about evaluating and improving the school's enrichment program. It outlines a process for students to provide feedback through small group discussions and an online survey. Students are asked to consider the strengths and weaknesses of current enrichments and provide ideas for building upon strengths and minimizing weaknesses. The document also provides information on enrichments offered in the upcoming term and has students select their choices.
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This document provides guidance on writing effective resumes. It begins by addressing common misconceptions about resumes and what employers actually look for. It emphasizes highlighting relevant experiences and skills over simply listing work history. The document then provides a step-by-step process for writing resumes, including researching job tasks, matching experiences to tasks, and using a "grandma test" to ensure clarity. Various resume formatting options are presented and the purpose of each typical resume section is explained. The document concludes by offering tips for specific resume types like those for athletes, students, or those with military experience.
New Staff Orientation 1
This document provides an orientation for new educators in a school district. It includes introductions from district leaders and answers to common questions. Goals include raising student achievement, developing engaged learners, improving relationships, and focusing on 21st century skills like collaboration and problem solving. Teachers are encouraged to utilize instructional coaches and mentors for support and to sign up for professional development opportunities.
Design thinking action lab assignment 3 empathy and problem v2
There is high competition for teaching jobs in Ontario, Canada, making it difficult for graduates to find full-time work, as they may need to wait up to 10 years on a teachers' list before being hired. Graduates feel they need to set themselves apart from others by making learning exciting and relevant for students, but note the challenges of mainly theoretical university courses that do not adequately prepare them for real-world teaching demands. Suggestions are made to improve teacher training programs with more practical experiences, such as additional practicum opportunities, to better equip graduates with the flexible skills needed to secure a teaching position.
May 2020 - Cambridge English Teachers Activities
The document provides lesson plans and activities for English language learners at different levels. It includes discussions of routines of successful people for intermediate learners and habits for elementary learners. Younger learners will describe their favorite toys and tell stories. Activities incorporate speaking, listening, reading, and writing skills and can be done individually, in pairs, or as a class through online platforms. The lessons aim to help learners reflect on their progress and success.
Edu4change4developmen interviwe-20130609
The document summarizes the findings of interviews conducted with 79 young people aged 16-25 across several countries to understand their needs and interests regarding entrepreneurship education and online learning platforms. Key findings include that entrepreneurship is not well understood and is often confused with simply starting a business. Respondents expressed interest in an online platform that provides entrepreneurship education and a way to connect with mentors and other young entrepreneurs globally. The interviews highlighted a need to better define the value proposition to focus on those with experience using the internet and adjust the platform based on customer feedback.
Giving feedback
This document provides information and advice about giving feedback in the classroom. It begins with introductions of the author and instructions for an activity. It then discusses why feedback is important, what it should look like, and different types of feedback such as verbal, written, visual and formative vs summative. Examples of both "hot" and "cold" error corrections are provided. The document also discusses receiving feedback and tips, including perspectives from TaLK teachers. Activities are included to practice observing and planning for feedback.
Stretch and challenge cpd
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
Attending a job Interview for B1 and B2 Englsih learners
It is a sample of an interview for a business english class for pre-intermediate and intermediate english students with emphasis on the speking ability.
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Pictorialism, Photo-Secession, and Straight Photography were three major photographic movements between 1870-1930. Pictorialism aimed to express feelings and engage the senses through manipulated images focused on beauty rather than facts. The Photo-Secession movement was founded by Alfred Stieglitz in 1902 and sought to elevate photography to an art form while respecting its mechanical origins. Straight Photography emphasized photography's technical capabilities to sharply depict scenes in focus and detail without manipulation. Major figures included Edward Weston, Ansel Adams, and Imogen Cunningham who were part of the f/64 group that further developed Straight Photography.
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Year 7 SoW examining the work of Yinka Shonibare and the idea of what it is to be an alien. Students work towards creating an alien from found materials.
Aliens so w.pptx (1)
This document outlines steps for a school project where students will create alien sculptures using found materials. They will first learn about the artist Yinka Shonibare and how he represents cultural identity. Students will then design their alien, create a model, and build an armature before fully constructing their sculpture. The document provides guidance on construction techniques and safety. It also introduces the artist Dilomprizulike as additional inspiration for representing cultural issues.
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This document provides a challenge for students to transform a toilet roll into something from their favorite film for the Easter holiday. Students can use various materials like paint, pen, pencil, card or fabric to depict characters, soundtrack, setting, genre, location, or quotes from a movie on the toilet roll. Examples shown include representations from The Shining, The Lego Movie, and Paddington to inspire students' creative interpretations.
Homework 1: Research an issue
This document provides instructions for researching and presenting a social issue using a mind map format. Students are to choose a social issue assigned by their teacher, create a mind map that diagrams the key individuals involved and arguments for different perspectives on the issue. The mind map should include images and text to thoroughly convey researched information on the definition of the issue, its causes and affected groups, supporting facts and statistics, and existing systems to address it, as well as how others can help. An outstanding submission will have in-depth, well-supported research presented in a dynamic visual format using color, drawings, pictures and personal insights.
Royal Academy W/Sheet 202
The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
Year 11 ESA lessons 2020
This document outlines the lessons and homework for Year 11 GCSE exam students over the first 2 weeks focusing on the themes of "Broken", "Extreme Contrast", and "Personal Space". Students should bring in an object related to their chosen theme for observational drawings. Homework includes researching 3 artists on the theme and creating a written profile and practical response for each in their sketchbook. Future lessons involve creating additional studies of objects using different mediums like inks, watercolor, chalk pastels, and single line drawings.
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This document provides instructions for students to draw a profile of themselves within a silhouette on a phone, filling it with words, doodles, pictures that illustrate their desires, wishes for the future, friends, fears, beliefs, family, and to think carefully about any text and to fill the entire silhouette with no white spaces and in full color.
Modernism and Photography
This document discusses the relationship between modernist art movements in the early 20th century and photography. It provides examples of key modernist photographers and artworks that pushed the boundaries of photographic representation, making artificial or fabricated images that depicted reality in unconventional ways, as the art form evolved during this period. Modernist movements discussed include Futurism, Vorticism, Constructivism, Dada, and Surrealism, with examples such as Muybridge, Marey, Duchamp, Boccioni, Lewis, Tatlin, Lissitzky, Moholy-Nagy, Duchamp, Outerbridge, de Chirico, Bayer, Man Ray, and Dali.
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Early Photography
The early history of photography began with artists in the Renaissance seeking to capture realistic representations of nature which led to the development of tools like the camera obscura. In the 18th century, scientists discovered ways to capture shadows using light-sensitive chemicals, laying the foundations for photography. The first permanent photograph was created by Joseph Niépce in 1826, while Louis Daguerre later invented the daguerreotype process in 1839, producing sharp metal plate images. Around the same time, William Henry Fox Talbot invented the calotype process using paper negatives, allowing images to be reproduced. Early photographers focused on portraiture and landscapes but their subjects expanded over time.
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This document outlines an art project that explores past, present, and future techniques through a journey theme. It involves taking a sketchbook on a journey around the school, making observational drawings. Students will also complete mono-prints, take photos on their journey home, and draw from those photos. The project then introduces artists like Matisse, Hartill, Heckel, and Rauschenberg and their techniques like cut paper collages, embossing, linocuts, and collage. Students will experiment with these techniques, creating their own cut paper journey, relief prints, single and multicolor linocuts, and collages with lino prints. They will combine their best works in a final grid piece.
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Photography began in the early 19th century when scientists discovered ways to capture images through chemical reactions on light-sensitive surfaces. The first permanent photograph was made in 1826 by Joseph Nicéphore Niépce in France, using a primitive camera to expose bitumen coated plates to light. By the late 1830s and 1840s, improvements in photographic processes and equipment allowed photography to become available for widespread experimentation and use.
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A simple drawing machine can be made using elastic bands wound up and felt pens to quickly and visibly mark a surface. Students are asked to take their homemade drawing machines to class to have them create a drawing and explore the types of marks they are capable of making. Examples of drawing machines are provided for inspiration but the goal is for students to quickly construct a new drawing device in class that can record marks without needing many components.
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The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
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Students in the Art department should be respectful of other students' artwork by not touching it, as damaged work could affect grades. They should also be respectful of materials by using fragile items carefully and following safety instructions when using sharp equipment. The sink area must also be kept dry and clean to prevent slips or water damage to artwork. Students are expected to bring a sketchbook to class to apply their best efforts and take risks in exploring different ways of working.
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The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
A level first lesson 2019
Fortismere welcomes the recipient to their school. They provide two art tasks for the summer holiday involving creating drawings with different mediums on various surfaces based on themes, as well as visiting specified art exhibitions. Expectations for art lessons include being punctual, prepared, engaged, and cleaning up. Outside of lessons, independent art engagement is encouraged through gallery visits and keeping up with the art world. Resources for wider art reading and theory are recommended, including books, magazines, and apps. The first project this term is on abstraction, exploring techniques and receiving feedback. The second project focuses on diversity and developing a personal response over several weeks.
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This document provides instructions for three blind drawing tasks. It begins by having students put their hand in a bag to feel an object without looking, then use descriptive words to create a blind drawing. In the second task, students examine a new object for 5 minutes before creating an ink drawing with their arms outstretched. The third task has students choose a section of their ink drawing to enlarge and develop into a painted composition using color theory concepts like advancing/receding and complementary colors. The overall document guides students through a series of blind drawing and painting exercises intended to heighten descriptive abilities and understanding of texture through non-visual means.
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Enrichment evaluation 2015
- 2. Evaluation We need your feedback to make sure that the ‘Enrichment for All’ program continues to be a success when we re-launch it later this term. Your comments are invaluable so please be honest, considered and commit to the process.
- 3. 10 minute discussion in groups Divide the class into small groups. Make sure there are different years in each group. Make sure each group has a pink sheet showing the past three lots of enrichments that have been allocated to the VT group. (The enrichments may need to be explained to the group by those who took part in them, particularly year 7, so that everyone feels involved.) Nominate someone in each group to be scribe and someone to feedback to the class. Discuss the following questions. (The scribe should make a note of the points that the group wishes to feedback to the class at the end of ten minutes.)
- 4. What are the strengths of the enrichment program? Eg. space to develop our creativity, learning new skills, a break from exam focused lessons… Do you have any suggestions about how we could build upon these strengths? Eg. more leadership opportunities, more accredited courses… Does the enrichment program have any weaknesses? Eg. no outcome, little sense of achievement, separated from friends… Do you have any ideas how we could minimise or repair these weaknesses. Eg. More specialists from outside school, more opportunities to leave the school site…
- 5. Complete questions 1- 5 in the online survey ONLINE SURVEY- CLICK HERE
- 6. Feedback about specific enrichments Comment directly on the pink sheet. Use the model What went well… and Even better if… to structure your comments
- 7. Complete questions 6 and 7 in the online survey
- 8. What happens this term? Year 7 take part in six different workshops to help with the transition to secondary school. Year 11 are no longer part of the enrichment program. Year 11 students will have English instead. Most of years 8, 9 and 10 have been allocated an enrichment. However, changes in staffing means that some enrichments no longer run and a small number of you have run out of options for us to pick from. Have a look at the following slides showing enrichment offers that have space and choose any three. Students who want to change the option they have been given can also choose an alternative from this list but priority will be given to those who currently do not have and enrichment or to those who have not taken part in that particular enrichment before. Eg. If you have had football before, you will not get it again.
- 9. New!New! Make personalised note books to keep or give away
- 10. Do you have green fingers? Try the gardening enrichment and improve the school site. New!New!
- 11. Amazing Opportunity Amazing Opportunity Are you Into Film? Know your films from Lynch to Lee… from Soderbergh to Scorsese? In Year 9 and Up? Want to review films and have them published nationally? Take part in external film opportunities? Meet Industry professionals?
- 13. Be Active, Take Action
- 14. Create, Make & Do
- 15. How the World Works
- 16. What do you need to do? If you have not been allocated an enrichment for this term choose any THREE and write them next to your name on the yellow sheet. If you want to change the enrichment you have been allocated choose ONE from the options available. Write it on the yellow sheet. Please note that spaces are limited and we may not be able to make all changes. Available enrichments: Thingamajig Board Games Flamenco Gardening Football Primary LINC Latin Architecture Fine Art Knitting Pinhole Photography Geography of Sport Japanese Culture
- 17. What’s next? The next enrichment will be on 23rd September. Your tutor will receive the final list in advance so that you know where to go. Over the next few weeks teachers will be devising new enrichments for you to choose from after half term. These choices will decide which activities you will take part in for 2016. Thank you for your invaluable help today.