This document discusses the different types of families: two-parent families, single-parent families, extended families which include grandparents, and childless families where there are no children present. It provides a brief overview of the key family structures.
This document discusses the different types of families: two-parent families, single-parent families, extended families which include grandparents, and childless families where there are no children present. It provides a brief overview of the key family structures.
The document provides guidance on social content guidelines for developing learning resources and manuscripts. It outlines several themes that should be considered, such as human rights, gender equality, cultural diversity, and environmental protection. Examples of texts and illustrations are presented that could raise social issues. The purpose of observing these guidelines is to support inclusive, rights-based teaching and create quality materials.
This document lists and defines 12 common parts of a book: 1) Title, 2) Author, 3) Publisher, 4) Illustrator, 5) Preface, 6) Table of Contents, 7) Appendix, 8) Glossary, 9) Index, 10) Text, 11) Title page, and 12) Bibliography. It instructs students to identify these parts based on an illustration, name some parts of a book, and complete a group activity worksheet to test their understanding of the different sections.
This document appears to be a performance evaluation form for a teacher named Juan E. Peniero from Milan National High School. It includes 17 key result areas (KRAs) with objectives and means of verification (MOV) for evaluating the teacher's performance. The KRAs cover topics like applying knowledge of content, establishing safe learning environments, designing teaching strategies for diverse learners, maintaining community-responsive learning environments, upholding teaching ethics and professional development. MOVs include classroom observations, lesson plans, assessment data analysis, and documentation of other teaching duties.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. Staying active also helps maintain a healthy weight and keeps muscles, bones and joints healthy as we age.
This document discusses the scope, limitations, and definition of terms for an educational research project. It provides guidance on how to define the scope, which refers to the parameters and topics that will be explored in the study. The limitations refer to potential shortcomings or exclusions in the research. The document also discusses how to write an alphabetical list of definitions for important terms or jargon used in the research paper to clarify meaning for readers. Definitions can be conceptual, operational, or both, and should be short, clear and acknowledge sources when needed.
The document outlines the agenda for a division orientation on implementing face-to-face classes while focusing on teaching and learning. It discusses three main topics: learning resources, face-to-face classes, and teacher support. Under learning resources, it describes the necessary learning materials and textbooks. For face-to-face classes, it provides a sample class schedule and discusses class size limits. It also describes the need to profile students returning to in-person learning. Finally, it addresses providing support to teachers through training and orientation on teaching strategies and workload expectations.
This document appears to be an English reading primer for students learning phonics and sight words. It contains lists of words with target medial and long vowel sounds to practice reading, as well as sentences and phrases using those words. It also includes lists of basic sight words for students to read. The document provides structured phonics exercises to help students learn to read English.
MELCS Briefer and Unpacking_janepv.pptxLyzaGalagpat2
The document discusses the streamlining of learning competencies into Most Essential Learning Competencies (MELCs) for mathematics in the Department of Education. It explains how original learning competencies were analyzed and mapped to identify those that were essential, desirable, recurring, or subsumed by others. Nonessential competencies were dropped while related competencies were merged or rephrased. Examples are provided to illustrate how learning competencies were identified for different grades and quarters of the mathematics curriculum. The document aims to orient supervisors on the MELCs and support their guidance for effective implementation in learning delivery.
O documento repete sequências de letras que representam sons das vogais e consoantes da língua filipina, sugerindo ser um texto sobre fonética ou alfabetização.
This document provides guidance for teachers on conducting psychosocial support activities with students. It discusses how such activities can help bridge students' socio-emotional wellbeing and academic performance by creating a safe, supportive environment. When students return to school after difficulties from the pandemic, teachers play a crucial role in addressing students' anxiety, fear, or other difficult feelings through these activities. The document outlines the parts and flow of support modules, sample activities, considerations for COVID safety, and ensuring teachers are properly prepared to support students emotionally.
This document provides guidance on planning and forecasting a school budget effectively over a 3-5 year period. It discusses the benefits of budget planning, including reduced financial risks, ensuring the right resources are available to support curriculum needs, and maintaining a good reputation through sound financial management. The document then outlines the key stages in budget preparation, including assessing historical spending patterns, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It emphasizes creating a range of budget forecasts to account for uncertainty and determining a realistic 3-5 year outlook. Accessing budget planning tools can make the complex process quicker, easier and reduce errors.
The document summarizes key information from an ACSA leadership conference for school business officials and principals. It discusses the roles and responsibilities of business departments and principals, provides an overview of the budget process from the state level down to individual school sites, and covers new aspects of school finance under California's Local Control Funding Formula and Local Control Accountability Plans. Specific topics include understanding district and site level roles, developing and monitoring school budgets, and ensuring alignment between fiscal and instructional planning.
This document provides guidance on planning and forecasting a school budget effectively. It discusses assessing historical budget data, modeling income and cost scenarios based on factors like funding amounts, pupil numbers and characteristics, curriculum requirements, and staffing costs. It also recommends creating a range of budget forecasts that model different potential outcomes based on uncertainties around future funding, pupil numbers, staffing costs and curriculum changes. The use of budget planning tools is suggested to make the budgeting process quicker, easier and reduce errors.
The proposed FY14 school budget totals $42.6 million, a 4.93% increase over FY13. Major factors driving the increase include restoring positions cut in previous years due to enrollment growth, addressing a backlog of needs, and new initiatives. Personnel costs, the largest expense, are projected to rise 6.37% to $34.4 million. If approved, the budget would fund additional teachers, support staff, a librarian, and programs while modestly increasing most other line items. Offsets from grants and fees would lower the net budget increase to 4.93%.
7. Mineral na calcium para sa mga
buto upang manatiling maging
at matatag ang mga ito.
Kailangan ng ating
katawan ng…
8. sapat na suplay ng Protina para sa
ating kalamnan upang tayo ay
malakas sa araw-araw.
Kailangan ng ating
katawan ng…
9. 1. Gulay – pangunahing pinagkukunan
ng mahalagang bitamina at mineral
na kailangan ng ating katawan.
Kailangan ng ating
katawan ng…
10. 2. Prutas – mayamang
mapagkukunan ng mahalagang
bitamina at mineral na mahalaga sa
buhay.
Kailangan ng ating
katawan ng…
11. 3. Butil – kanin, mais at
harina ang pinagkukunan
ng carbohydrates upang
magkaroon ng enerhiya sa
araw-araw.
Kailangan ng ating
katawan ng…
12. 4. Karne at iba pang
pinagkukunan ng Protina –
tumutulong sa paglago at
pagsasaayos ng nasirang kalamnan.
Kailangan ng ating
katawan ng…
13. 5. Gatas, keso at yoghurt –
nagbibigay ng calcium
na kailangan ng ating
mga buto upang tumibay
at maging matatag.
Kailangan ng ating
katawan ng…
14. 6. Mahahalagang Mantika –
upang masipsip ng katawan ang
ilang uri ng sustansya na fat-
solutable o humahalo lamang dito.
Kailangan ng ating
katawan ng…
15. 7. Tubig – kinakailangang
uminom ng walong baso nito araw –
araw upang gumana ng maayos ang
ating mga cells sa katawan.
Kailangan ng ating
katawan ng…
16. Maaaring malapit sa ilang
malulubhang sakit kung magkukulang
sa mahahalagang sustansya ang mga
kinakain.
Tandaan Natin
17. Sa isang malinis na papel gumuhit
ng dalawang masusustansyang pagkain
na dapat nating kainin sa araw – araw
at bakit?
Subukin Natin
18. Tukuyin ang mineral at bitamina na
naibibigay ng bawat pagkain sa ating
katawan. Isulat ang wastong sagot sa
papel.
Gawin Natin
