Green School’s Primary School provides a nurturing and challenging environment that is student centric with regards to contexts and academic learning. The program is delivered via a student-centred structure described as the ‘Three-frame Day’. This scaffold is designed to deliver a consistent, well-rounded and comprehensive learning experience. Grade teachers oversee the students’ learning programs and have responsibility for their pastoral care. Specialist teachers of drama, art, music, health and well being, Indonesian and environmental studies (Green Studies) extend the program and a learning support team, counsellor, and English language learning teacher support the students
Our middle school curriculum is centered around teaching our students how to take control of their own learning. We focus on teaching students to ask the right questions and be confident searching for answers. By developing ‘Critical Skills’ in our students we prepare them for their journey as learners for the rest of their lives. See our curriculum to learn more about how we plan student learning opportunities (our pedagogy) and the environment within which learning takes place.
At Green School, our High School curriculum includes everything we do both in and outside of the classroom. Our perspective on education, reflected in our curriculum, is that we are not filling a bucket, but rather lighting a fire. We cannot possibly teach everything that there is to be learned. Thus, we endeavor to teach students to “learn how to learn” by giving them the skills to do so. Most importantly, we aim to instill in our students a love learning as a passionate pursuit in and of itself. Here to learn more about how we plan student learning opportunities (our pedagogy) and the environment within which learning takes place.
Green School Early Years programme offers a student-centric education built around a developmentally appropriate version of Three Frame Day (Thematic, Proficiency, Experiential). The early Years programme in all classes is built around seven areas of learning : Physical Development (Gross Motor and Fine Motor), Social Emotional, Language Development, Cognitive, Creative Expression, Awareness of the world around us
APL Global is a school that offers Personalized Learning Solutions Personalized Learning is an alternative to the failings of 19th & 20th century class rooms which did not have the wherewithal to tune in to needs of individual learners.
Our middle school curriculum is centered around teaching our students how to take control of their own learning. We focus on teaching students to ask the right questions and be confident searching for answers. By developing ‘Critical Skills’ in our students we prepare them for their journey as learners for the rest of their lives. See our curriculum to learn more about how we plan student learning opportunities (our pedagogy) and the environment within which learning takes place.
At Green School, our High School curriculum includes everything we do both in and outside of the classroom. Our perspective on education, reflected in our curriculum, is that we are not filling a bucket, but rather lighting a fire. We cannot possibly teach everything that there is to be learned. Thus, we endeavor to teach students to “learn how to learn” by giving them the skills to do so. Most importantly, we aim to instill in our students a love learning as a passionate pursuit in and of itself. Here to learn more about how we plan student learning opportunities (our pedagogy) and the environment within which learning takes place.
Green School Early Years programme offers a student-centric education built around a developmentally appropriate version of Three Frame Day (Thematic, Proficiency, Experiential). The early Years programme in all classes is built around seven areas of learning : Physical Development (Gross Motor and Fine Motor), Social Emotional, Language Development, Cognitive, Creative Expression, Awareness of the world around us
APL Global is a school that offers Personalized Learning Solutions Personalized Learning is an alternative to the failings of 19th & 20th century class rooms which did not have the wherewithal to tune in to needs of individual learners.
Learning Objectives
After going through this module, the learner will be able to —
get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
understand the objectives and provisions under Samagra Shiksha for improving quality of school education.
take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, youth and eco clubs, etc., for providing children experiential learning opportunities and joyful learning.
Set up the classroom for the specific multi-age group. Although early childhood centers may offer programs for kids of all ages, many multi-age programs that refer to themselves as a "preschool" cater to 3- to 5-year-old children. Including clearly separated centers or learning areas for different classroom content or curricular sections is an important part to the room design
Organizing Curriculum in Multigame ClassroomAliAqsamAbbasi
when teaching a curriculum designed for monograde classes and when needing to react to ..... Multigrade teaching is all about classroom organization, student management ... planning and carrying out multiple lessons at the same time. ◇ designing ..... activities such as music, creative arts, games, and physical education
Learning Objectives
After going through this module, the learner will be able to —
get awareness about the recent initiatives of the DoSE&L for school education such as PGI, UDISE+, etc. for implementation in the schools.
understand the objectives and provisions under Samagra Shiksha for improving quality of school education.
take initiatives in schools with regard to promoting reading habits using library books and undertake activities related to sports, kitchen gardens, youth and eco clubs, etc., for providing children experiential learning opportunities and joyful learning.
Set up the classroom for the specific multi-age group. Although early childhood centers may offer programs for kids of all ages, many multi-age programs that refer to themselves as a "preschool" cater to 3- to 5-year-old children. Including clearly separated centers or learning areas for different classroom content or curricular sections is an important part to the room design
Organizing Curriculum in Multigame ClassroomAliAqsamAbbasi
when teaching a curriculum designed for monograde classes and when needing to react to ..... Multigrade teaching is all about classroom organization, student management ... planning and carrying out multiple lessons at the same time. ◇ designing ..... activities such as music, creative arts, games, and physical education
Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.
In March of 2009, a group of 18 EFL Educators from around the globe participated in a unique program sponsored by the US Department of State and organized by The Center for Language Education and Development - CLED- of Georgetown University. This pp presentation summarizes the educational visits that were made and has links to all the schools that were visited, as well as links to videos depicting the visits.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. PRIMARY SCHOOL CURRICULUM
| GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL1
INTRODUCTION
At Green School, ‘Primary School Program’ refers to the learning offered from Grade One through to
Grade Five. Students typically become seven years old during the academic year they join Grade One
and eleven years old during their last year in Primary School. The Primary School provides a nurturing
and challenging environment that is student centric with regards to contexts and academic learning.
The program is delivered via a student-centred structure described as the ‘Three-frame Day’. This scaffold
is designed to deliver a consistent, well-rounded and comprehensive learning experience. Grade teachers
oversee the students’ learning programs and have responsibility for their pastoral care. Specialist
teachers of drama, art, music, health and well being, Indonesian and environmental studies (Green
Studies) extend the program and a learning support team, counsellor, and English language learning
teacher support the students.
THE THREE FRAME DAY
Integral Frame
Utilises thematic teaching and
focuses on engaging, and satisfying,
the ‘whole person’.
It includes thematic lessons to
challenge the students in four
ways: physically, emotionally,
intellectually and intra-personally -
in daily sessions which are engaging
and creative. These occupy the
first 1 hour and 45 minutes of
the day, thus, every day, students
start with a deeply satisfying,
human experience. These thematic
lessons are delivered by the class
teachers with specialist teachers,
in drama, dance, music, physical
education, art, and environmental
education making contributions
over the course of the theme in a
shared-teaching atmosphere.
Together, these three
frames work to foster
a creative, holistic,
student-centred
environment with-in
a natural setting,
to nurture and inspire
future green leaders.
“
“
3. 2 | GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL
Instructional Frame
Focuses on core, discrete intellectual competencies that require repetition to reach proficiency, namely
literacy, numeracy, and languages other than English; attention to detail for individual learners maximises
success in this frame. Delivered in 15, 50-minute proficiency lessons - each week. In these sessions,
traditional subjects, including: Mathematics, English and Bahasa Indonesia, are studied and ensure that
students have a firm foundation in basic academic skills. Each proficiency lesson subject gets a minimum of
three lessons per week – with Maths and English receiving 5 lessons. Our curriculum is strongly rooted
in internationally recognized learning outcomes, and we use these outcomes to drive our instruction.
A scope and sequence has been designed to fit with Green School’s unique vision, mission and educational
philosophy, using Singapore Maths and Australian English Curriculums.
Experiental Frame
Occupies about 2 hours each day. Practical subject areas are
offered weekly: Enterprise Education, Green Studies, Physical
Education, Drama, Art and Music. These sessions link students
to adult enterprises and take advantage of hands-on learning
opportunities that arise on, or off, campus, i.e. the arrival of a
culture group or the installation of a power generator. In these
practical lessons, students engage real-world workers,
technologists, and entrepreneurs with increasing depth as they
progress through the Primary Program.
or a deeper understanding…
THEMATIC LESSONS
within the Integral Frame
Thematic lessons occupy the first hour and 45 minutes
of each school day. One theme, positioned within a subject
(e.g. ‘Chinese Hero Legends’, grade 4 English), forms the
focus for the entire block; that is, the same context is
presented for about twenty consecutive teaching mornings.
Although all TLs are centred on a particular context
within a particular subject, they also include elements
that connect across several areas of learning and
provide stimulation of all four intelligences; physical, emotional, intellectual and intrapersonal. TLs are
a creative and engaging means to introduce academic content that will be further covered in the
second frame of learning, proficiency lessons. A wide variety of themes are explored that are specifically
designed to suit the developmental stages of learning in each age group as children progress through
primary school. When choosing themes for the year, teachers are guided by a map which ensures a
balanced approach that addresses all learning needs for their students.
4. 3 | GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL
PROFICIENCY LESSONS within the Instructional Frame
Mathematics, English and Indonesian Language are offered as proficiency lessons. All subject syllabi
included in proficiency lessons are expressed as a series of skills and understandings, which enable
teachers to tell the students precisely what they will be learning – not merely what they will be doing.
Learning Objectives are grouped by grade for practicality but, in practice, they are applied as a continuum.
New content introduced in the thematic lessons is practised for proficiency in this frame.
English Proficiency Lessons
The Australian English curriculum is built around the three interrelated strands of Language,
Literature and Literacy. Teaching and learning programs balance and integrate all three strands.
Together the strands focus on developing students’ knowledge, understanding and skills in
listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts,
skills and processes developed in earlier years, and teachers will revisit and strengthen these as
needed. Literacy is not a separate learning area but permeates all learning areas. For students
to be successful learners of each key learning area, they need to be successful literacy learners.
Mathematics Proficiency Lessons
Singapore Maths teaches students mathematical concepts in a three-step learning process:
concrete, pictorial, and abstract. The first of the three steps is concrete, wherein students learn
while handling objects such as shells, dice, or paper clips. Students then transition to the pictorial
step by drawing diagrams called “bar-models” to represent specific quantities of an object. This
involves drawing a rectangular bar to represent a specific quantity. They can use this method
to solve other mathematical problems involving subtraction, multiplication, and division. Once
students have learned to solve mathematical problems using bar modelling, they begin to solve
mathematical problems with exclusively abstract tools: numbers and symbols.
Bahasa Indonesia
Indonesian language and culture form an important part of the education offered at Green
School. The arts and culture of Bali feature in our festivals and assemblies and are taught as part
of the Visual Arts and Performance Arts practical lessons. Bahasa Indonesia, the language, is also
taught as a proficiency lesson.
5. 4 | GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL
PRACTICAL LESSONS within the Experiental Frame
The practical subject areas are offered weekly: Enterprise Education, Green Studies, Physical Education,
Drama, Art and Music – one subject area per day. These practical sessions link students to adult enterprises
and take advantage of hands-on learning opportunities that arise on, or off, campus. In these practical
lessons, students engage real-world workers, technologists, and entrepreneurs with increasing depth
as they progress through the Primary Program. Occasionally, one subject area will take over the entire
week of practical lessons when significant learning opportunities arise. These moments are balanced
out over the course of a year.
Enterprise Education
In the Green School Primary Program, Enterprise Education(EE) is a subject in its own right.
EE projects respond to authentic opportunities that arise in the community such as a dance
production, play area development, animal and environmental conservation activities, visiting a
performance group or a local market, etc. and provide structured systems to engage appropriately
with the opportunity. Teachers enliven every enterprise project by linking to ‘real-world’ practi-
tioners or events. Each class typically completes two to three Enterprise Education projects per
year.
Physical Education - Games
The focus of Physical Education at Green School is on the enjoyment of physical activities, building
physical skills and abilities and providing opportunities for students to participate in a variety of
sports. PE in the Primary Program is offered daily in the form of short aerobic fitness sessions,
once per week as personal skills and agilities and once per week as a games lesson within the
practical lesson program.
Green Studies
Environmental Education, called Green Studies at Green
School, is central to the mission of the school and permeates
every aspect of our operations, including the grounds,
permaculture gardens, the stunning bamboo buildings and
all the learning opportunities. Green Studies is a dedicated
subject in its own right. In the ‘Primary Program’ it is delivered
via term-long topics and a range of extended projects. It also
plays a role in many of the Thematic Lessons, Enterprise
Education as well as in the basic Mathematics and English
proficiency lessons.
Performance Arts
Performance Arts permeate many of the Thematic Lessons.
In addition it is a dedicated subject in its own right and several
of the Enterprise Education projects are drama based. In
the Primary School, the subject is delivered via a range of
topics and extended projects in the practical frame of the
day.
6. 5 | GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL
Music
Music is delivered experientially as a practical lesson.
It occurs as part of the practical lessons program
through such activities as marimba ensemble, drum-
ming, musical plays, and singing.
Visual Arts
Two dimensional and three dimensional art and handcraft
projects are explored in every PS grade as a component
of the practical lessons. The creativity, mental energy,
and school enthusiasm generated by the arts earns
them an uncompromised place in the program. Often
the projects reflect content that is being studied in the
Thematic Lesson part of the program.
Cultural Festivals
Each year, every grade in the Primary School actively participates in cultural celebrations from
around the globe with a special focus on Balinese festivals. Chinese New Year, Nyepi (Balinese
New Year), Galungan, rice harvest festivals, Halloween, Saraswati Day, and others festivals specific
to nationalities attending the school are included.
Environmental Action
In Green School education in sustainability deeply penetrates
the entire operation; it is part of the air we breathe and the
ground we walk on, at every turn. In short, ‘sustainability’
components attach to thematic teaching in all subject
areas; working shoulder-to- shoulder with other teachers in
those subject areas. Our environmental educators are viewed
as researchers and teacher educators who have the
important role of increasing the green wisdom of the
entire staff. Environmental sustainability, deep respect for
the earth, and intentional eco-harmony are not subjects in
the Green School curriculum–they are inevitable consequences
of the way we live. Each class also has a garden of vegetables
and flowers that they tend. Composting, worm farms, water conservation, life cycles and other
topics relevant to organic gardening and permaculture are discussed and become part of the
experiential learning process. In summary, Green School’s entire approach is sustainable.
The school offers education where environmental responsibility is an inevitable consequence of
its humane schooling vision.
PRIMARY SCHOOL ETHOS
In additional to the Primary School curriculum, Green School offers important events, celebrations,
festivals, and style that contribute to our ethos. Here are some of the elements:
7. 6 | GREEN SCHOOL CURRICULUM OVERVIEW - PRIMARY SCHOOL
Involvement with Organisations in the Community
All Primary School classes have involvement with charitable organisations, both global and in the
local community. Examples of affiliation and support for these charities are: Yayasan Senyum
(Smile Shop), Dr. Ating Foundation and Jane Goodall’s Root and Shoots, Bali Animal Welfare
Association (BAWA), MEI club, Kul Kul Farm, Kul Kul Connection and Kambali.
Mindfulness
Social and emotional skills of Mindfulness play an integral role in self development. Mindfulness
offers easy strategies for helping students to focus their attention, improve self-regulation skills,
build resilience and develop a positive mind-set whilst at school and in life. Mindfulness as a
practice in class and school wide, is a feature of each day: as the day or lesson begins, at moments
of transition or even waiting for lunch.
I RESPECT Values
As a school we subscribe to a set of values - I RESPECT. These are the values of Integrity, Responsibility,
Equity, Sustainability, Peace, Empathy, Community, and Trust. At all times we should be teaching
and modeling these values and supporting our students in doing the same. We encourage all
teachers to honor and recognize theses values in our students at all times with on-going
dialogue, discussions, and reinforcement.
Integrity – being honest and ethical with thoughts and actions.
Responsibility – being accountable for thoughts, actions and deeds.
Empathy – understanding and caring for the feelings of others.
Sustainability – ensuring that your own body and surroundings are cared for so
they are clean and healthy for as long as possible.
Peace – contributing to a state of harmony.
Equality - respecting everyone as an equal and as an individual.
Community – being part of a group seeking common goals and taking care of each other.
Trust - building and maintaining strong relationships with each other,
the school and the environment.