Erika Rimes Resume Powerpoint
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Erika Rimes has over 10 years of experience as a primary school teacher in Sydney, Australia. She holds a Master of Teaching degree and has taught all key learning areas for students from early stage 1 to stage 3. She has also taught English at the college level and has experience providing one-on-one tutoring. Erika has a valid NSW driver's license and senior first aid certification. She enjoys various hobbies including music, sports, and theatre.
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Karen Pickett's CV summarizes her education and qualifications. She holds a BA in Modern Foreign Languages with QTS, allowing her to teach both primary and secondary levels. Her CV also outlines her teaching placements and experience in both primary and secondary schools in England and France. It lists her other work experience in care, nursing, secretarial roles, and teaching French privately. References are provided from two heads of schools.
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José Alexandre Sousa Teixeira Gomes was born in Guilhufe – Penafiel and lived with his parents, sister, and grandfather. His grandfather passed away in 1990 and his father passed away in 1991. He continued living with his mother until 1996 when he moved to Coimbra to be with his girlfriend. In 1997, he married and moved to an apartment in Solum. In 2007, his daughter Mafalda was born. In 2009, he moved to an apartment in St.a Clara where he has lived since.
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This document is a CV for Sarah Elisabeth Yates, who has over 15 years of experience in early years education and teaching French. She has qualifications including a BA in French and German, an MA in career linguistics, and a PGCE. Her experience includes working as a teacher, childminder, teaching assistant, and supply teacher covering a range of ages and subjects. She is looking for a new teaching challenge having recently relocated to Gloucester.
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Henry Williams is a secondary teacher seeking a teaching position in history/social studies or English. He has a graduate diploma in education from the University of the Sunshine Coast in Australia and a bachelor's degree in political science and history from Wilfrid Laurier University in Canada. Williams has over 15 years of experience teaching English as a foreign language in Taiwan and South Korea at various schools. He is currently a grade 5 homeroom teacher at Maewon Elementary School in Seoul, South Korea.
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Hsie Stage 2 Unit Of Work
- The first inhabitants of the Strathfield area were the Wangal clan of the Darug tribe who lived in the area for over 6,000 years.
- Students investigated how the Wangal people lived by meeting in groups to research from books and websites, then creating displays and a class timeline.
- Individual worksheets helped students illustrate and describe the daily lives of the Wangal people, including how they met their needs for food, tools, and travel.
Creative Arts Stage 1
This document outlines two lessons on creating an underwater mural focused on sea life. In the first lesson, students explore artworks depicting the sea, listen to poems and music to inspire their mixed media creations. They experiment with techniques like painting, printing, and collage to represent the ocean on a large mural. The second lesson has students draw shells and tropical fish up close before adding them to the mural, using black and white media. Links to other subjects like music, drama, science and English are provided to further explore ocean themes.
Erika Rimes Stage 3 English Unit
This document outlines an integrated English unit for Stage 3 students focused on the texts "Flytrap" and "Big Rain Coming", including a situational analysis of the school, a rationale and overview of outcomes, and planned teaching and learning experiences over 9 weeks involving close analysis of language features, characters, and themes in the two texts.
Global Education Unit
The document provides background information on peace building and the four major stages of conflict resolution according to the United Nations: conflict prevention, peacemaking, peacekeeping, and peace building. It describes each stage in 2-3 sentences. Conflict prevention aims to resolve conflicts before violence occurs through strengthening governance, rights, development, and disarmament. Peacemaking involves negotiating ceasefires. Peacekeeping uses neutral groups to encourage non-violence and protect aid delivery. Peace building is a complex, long-term process of rebuilding society through reintegration, relief, infrastructure, and social and economic rehabilitation.
Arp Report Erika Rimes 2007
This document provides details about Erika Rimes' action research project exploring how to effectively develop students' visual literacy skills in stage 3. The project was conducted with a class of 30 year 5 students from diverse backgrounds. Data was collected through observations of lessons, student work samples, reflections, and discussions. In the first cycle, students demonstrated an ability to identify and classify visual images when provided with specific examples and meta-language. Students also analyzed their own visual images, providing varied written responses. Assessment focused on students' use of higher-order skills to access information from images and texts.
Arp Powerpoint Erika Rimes
This document summarizes an action research project exploring the teaching of visual literacy skills to stage 3 students in Sydney, Australia. The researcher aims to develop students' ability to analyze and interpret visual images through classroom activities and assessments. Over two cycles, the students showed improved skills in discussing the technical elements, messages, and perspectives conveyed in photographs, advertisements, illustrations, and other visual texts. Assessments indicated students could justify their interpretations and understand how visual design constructs meaning.
Erika Rimes Stage 1 English Program
The document provides an overview of the English program for stage 1 year 2 students. It discusses the focus areas of talking and listening, reading, and writing. For talking and listening, students communicate effectively for different purposes and audiences. In reading, students use various skills and strategies to make connections between texts and their own experiences. For writing, students plan and review their writing to produce simple texts for known readers using basic grammar and punctuation. The document also provides details on how English is taught, including time spent on independent reading, guided reading and writing, spelling, and language learning.
Erika Rimes Stage 1 Hsie Transport
This document outlines an 8-week unit plan for a Year 2 HSIE class on how transport affects lives. The unit will use an inquiry process to investigate how transport systems link and solve problems. Students will learn about different modes of transport, how systems provide goods and services, and their environmental impacts. Assessment will include evaluating human interactions with environments and explaining how technologies in systems meet needs. The unit aims to develop understanding of social and environmental relationships.
Erika Rimes Stage 1 Math Program
1. This document outlines the mathematics program for Stage 1 Year 2. It assesses students' ability to work mathematically and their knowledge in number, patterns and algebra, data, measurement, and space and geometry.
2. A variety of assessment types are used including samples of student work, demonstrations, questions, practical tasks, investigations, student reports, quizzes, and tests. Observation of students during learning is also included.
3. The document then lists the specific mathematics outcomes and indicators for term 2, including working mathematically strategies, whole number, patterns and algebra, and measurement. Detailed content and teaching activities are provided for implementing the curriculum.
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