This document provides information to parents about changes to the national curriculum and student assessments. It explains that expectations are now higher, levels are no longer reported for most years, and assessments are used to inform teaching. It outlines the new performance indicators and describes how students will be assessed in relation to year group expectations. It also notes that SATs and end-of-year tests will be more rigorous and some students may not meet expectations for their year in some subjects.
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. New National Curriculum came into force
from September 2014.
Expectations are much higher than
previously.
Children at the end of Year 4 are now
expected to be working at a similar standard
to the end of Year 5 under the previous
curriculum.
3. Levels are no longer to be
reported with the exception of
Year 2 and Year 6 in July 2015.
However Year 2 will also receive
notification of their children’s
attainment under the new
curriculum expectations.
4. Children are assessed formally and
informally through the course of
their lessons and activities each
day.
Assessment is used to inform the
next stage of learning.
This is called ‘Teacher Assessment’
and tracks the attainment of the
children throughout the school
year.
5. From next year, there are
new SATS tests for both Year
2 and Year 6 which are
significantly higher in their
expectation of the children.
We will be using rigorous
end of year testing in the
non-SATS year groups as
well.
6. We are reporting your child’s attainment
according to ‘Year Group Related
Expectations’. Attainment in each of the
subjects will be indicated as shown below.
YEAR GROUP EXPECTATIONS
N Working below expectations for the year group.
B Beginning to work at the expectations for the year group.
D Developing within the expectations for the year group.
S Secure in the expectations for the year group.
E Exceeding the expectations for the year group.
7. There is no direct correlation between the old
system of levels and the new curriculum.
However in approximate terms children in
Year 6 who previously would be expected to be
level 4b to be deemed average/secure, will now
be expected to perform at an equivalent of an
old level 5.
Expectations are higher in every year group.
8. Identifying the audience for and purpose of the
writing, selecting the appropriate form and using
other similar writing as models for their own
Selecting appropriate grammar and vocabulary,
understanding how such choices can change and
enhance meaning
In narratives, describing settings, characters and
atmosphere and integrating dialogue to convey
character and advance the action
Assessing the effectiveness of their own and others’
writing
Proposing changes to vocabulary, grammar and
punctuation to enhance effects and clarify meaning
9. Maintain positive attitudes to reading and understanding
of what they read
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader
Distinguish between statements of fact and opinion
Retrieve, record and present information from non-fiction
Participate in discussions about books that are read to
them and those they can read for themselves, building on
their own and others’ ideas and challenging views
courteously
Explain and discuss their understanding of what they have
read, including through formal presentations and debates,
maintaining a focus on the topic and using notes where
necessary
Provide reasoned justifications for their views.
10. Read, write, order and compare numbers up to 10 000 000 and
determine the value of each digit
Multiply multi-digit numbers up to 4 digits by a two-digit whole number
using the formal written method of long multiplication
Divide numbers up to 4 digits by a two-digit whole number using the
formal written method of long division, and interpret remainders as
whole number remainders, fractions, or by rounding, as appropriate for
the context
Compare and order fractions, including fractions > 1
Add and subtract fractions with different denominators and mixed
numbers, using the concept of equivalent fractions
Multiply simple pairs of proper fractions, writing the answer in its
simplest form
Solve problems involving the calculation of percentages [for example, of
measures, and such as 15% of 360] and the use of percentages for
comparison
Solve problems involving similar shapes where the scale factor is known
or can be found
11. Some children are not able to access the
curriculum for their year group in one or more
subjects.
These are reported as N. Class teachers will be
able to inform you as to the curriculum
expectations that your child is working at.
12. One major change with the disappearance of
levels is that when challenging the more able
learners, there is an emphasis on breadth of
learning and deepening learning by using and
applying their knowledge and skills.
The expectation is that these children will
develop a deeper and fuller understanding of
the curriculum Year Group Expectations.