This document provides course information for various subjects in S3 at Kilwinning Academy. It notes that the school was recently praised for its effective partnership working with parents. To further improve education, the school will provide more information to parents on supporting their children's learning and homework. The document then outlines the key topics and assessments for subjects like English, Maths, Geography, History, Religious Studies, and elective subjects like Art & Design, Craft & Design, and Graphic Communication. Homework expectations are defined for each subject.
The document outlines the methods, strategies, topics, activities, and evaluations for an English course. It includes 4 cognitive methods: identifying vocabulary, describing situations, creating a family tree, and demonstrating language skills. Procedural methods involve writing essays and information, drawing family trees, and writing summaries. Attitudinal methods include sharing written work and information. Values focus on sharing experiences to socialize useful human and professional skills considering ethics. Mental habits aim to instill daily reading and research habits. The course contains 4 topics taught over 64 hours through various interactive activities evaluated through exams, quizzes, homework and projects.
The document outlines an Understanding by Design lesson plan for an 11th grade class on properly formatting citations and avoiding plagiarism using MLA style, with learning activities that include viewing a video on plagiarism, practicing MLA formatting of citations and essays, composing an original MLA formatted essay on a chosen topic while citing sources, and peer reviewing classmates' work. The lesson aims to teach students information literacy skills and how to properly attribute sources in their writing.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
This document is a daily lesson log for an 8th grade mathematics class. It outlines the objectives, content, learning resources, and procedures for lessons on linear equations in two variables and systems of linear equations in two variables over the course of a week. The lessons focus on demonstrating understanding of key concepts, formulating problems, and finding and graphing equations. Activities include class discussions, examples, practice problems, and assessments. The log also includes reflections on student learning and areas for improvement.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
This document outlines a course on Curriculum and Materials in English Language Teaching. The course is divided into 4 units that cover key concepts:
1) Curriculum and syllabus design, including needs analysis, goal setting, and evaluation.
2) Language teaching materials like visual aids, displays, and supplementary materials. Students will construct various materials.
3) Lesson planning and microteaching where students prepare lesson plans and present mini lessons for peer review.
4) Technology in language teaching, including online resources and tools for creating online classes and presentations.
Throughout the course students will engage in exercises, projects, and presentations to apply the concepts learned. Evaluation includes exams, assignments, presentations and
The document provides lesson plans for a 3-part series of lessons on Maritcha Remond Lyons, a 19th century African American girl. In Lesson 1, students create a timeline of key events from Lyons' life and discuss inferences. Lesson 2 has students answer inference questions to understand influences on Lyons' personality. In Lesson 3, students work in groups to write and perform skits about events from Lyons' life. The lessons aim to teach students about a historical figure through biographical research and creative performance.
The document outlines the methods, strategies, topics, activities, and evaluations for an English course. It includes 4 cognitive methods: identifying vocabulary, describing situations, creating a family tree, and demonstrating language skills. Procedural methods involve writing essays and information, drawing family trees, and writing summaries. Attitudinal methods include sharing written work and information. Values focus on sharing experiences to socialize useful human and professional skills considering ethics. Mental habits aim to instill daily reading and research habits. The course contains 4 topics taught over 64 hours through various interactive activities evaluated through exams, quizzes, homework and projects.
The document outlines an Understanding by Design lesson plan for an 11th grade class on properly formatting citations and avoiding plagiarism using MLA style, with learning activities that include viewing a video on plagiarism, practicing MLA formatting of citations and essays, composing an original MLA formatted essay on a chosen topic while citing sources, and peer reviewing classmates' work. The lesson aims to teach students information literacy skills and how to properly attribute sources in their writing.
This document outlines a pen pal project between 4th grade students and high school cadet teachers. Over the course of 8 weeks, the students and cadet teachers will exchange a minimum of 3 letters to discuss their reading interests. In the first lesson, the cadet teachers will learn about the average 4th grader and how to write their introductory letter. In the second lesson, the cadet teachers will learn how to find book information and make recommendations based on the students' letters. The 4th grade students will then write their first letter sharing what they like to read. Throughout the project, the groups will exchange feedback on their letters to help strengthen their writing skills.
This document is a daily lesson log for an 8th grade mathematics class. It outlines the objectives, content, learning resources, and procedures for lessons on linear equations in two variables and systems of linear equations in two variables over the course of a week. The lessons focus on demonstrating understanding of key concepts, formulating problems, and finding and graphing equations. Activities include class discussions, examples, practice problems, and assessments. The log also includes reflections on student learning and areas for improvement.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
This document outlines a course on Curriculum and Materials in English Language Teaching. The course is divided into 4 units that cover key concepts:
1) Curriculum and syllabus design, including needs analysis, goal setting, and evaluation.
2) Language teaching materials like visual aids, displays, and supplementary materials. Students will construct various materials.
3) Lesson planning and microteaching where students prepare lesson plans and present mini lessons for peer review.
4) Technology in language teaching, including online resources and tools for creating online classes and presentations.
Throughout the course students will engage in exercises, projects, and presentations to apply the concepts learned. Evaluation includes exams, assignments, presentations and
The document provides lesson plans for a 3-part series of lessons on Maritcha Remond Lyons, a 19th century African American girl. In Lesson 1, students create a timeline of key events from Lyons' life and discuss inferences. Lesson 2 has students answer inference questions to understand influences on Lyons' personality. In Lesson 3, students work in groups to write and perform skits about events from Lyons' life. The lessons aim to teach students about a historical figure through biographical research and creative performance.
This document discusses the principles of vaccination and the immune system. It explains that active immunity is produced by a person's own immune system in response to infection or vaccination, while passive immunity is a temporary transfer of antibodies from another. Vaccines work by interacting with the immune system to produce immunity without causing disease. There are two basic types of vaccines - live attenuated vaccines containing a weakened live form of the pathogen, and inactivated vaccines containing a killed form of the pathogen. Factors like maternal antibodies, vaccine dose, and adjuvants can influence the immune response to vaccination.
The document summarizes an interview with the GM HR of Ranbaxy, Mr. Sanjiv Dutta. It provides information about the roles and responsibilities of the HR department at Ranbaxy, including recruitment, employee engagement, performance management, training, and compliance. It discusses the importance of performance appraisal, employee training, motivation, and the motivational techniques used at Ranbaxy like fringe benefits and vacation trips. The interview covered topics like the roles of an HR manager, how HR helps build a competitive organization, and why motivation and performance appraisal are important.
The document discusses the importance of early clinical recruitment planning for drug development programs. It notes that delays in recruitment can significantly increase costs and impact revenue opportunities due to later market entry. Early planning allows consideration of factors like disease characteristics, enrollment population size, competition, and protocol challenges that influence feasibility. Comprehensive recruitment programs costing 1-12% of delay costs can help avoid delays and ensure timely trial completion and drug approval.
ReThink provides productivity consulting services to retail, pharmacy, and hospitality businesses. With over 30 years of experience across 15 countries and 33 brands, ReThink uses measurement techniques to develop labor standards and budgets, identifies time and cost saving opportunities, and supports leadership engagement to realize desired customer experiences. Services include time and motion studies, workforce management consultancy, and process improvement recommendations.
The document contains a collection of inspirational quotes about living life to the fullest and making the most of each day. Some of the quotes encourage embracing life's ups and downs, rising after falling, and finding happiness in appreciating what you have. Other quotes suggest healing from the past, following your dreams, being open to opportunities, and moving forward even when facing obstacles. The overall message is about maintaining a positive outlook and making the most of your time.
The document discusses the principles of vaccination, including how active and passive immunity work. Active immunity is longer lasting and results from exposure to an antigen through natural infection or vaccination. Passive immunity is shorter term and results from the transfer of antibodies from one individual to another. The document also describes the two main types of vaccines - live attenuated vaccines, which use weakened live viruses or bacteria to produce an immune response similar to natural infection, and inactivated vaccines, which use killed pathogens and require multiple doses to produce immunity.
The document outlines Kilwinning Academy's transition programme for 2011-2012 which aims to provide a supported and positive transition for pupils through various outdoor learning activities including a visit to Outward Bound and support from S4 Ambassadors. It discusses holding preparation events prior to June 2012, two days following the normal timetable and a three day Outward Bound experience to build on good practice, improve relationships and provide enjoyable and challenging opportunities through curriculum for excellence outdoors. It also addresses the practicalities of fundraising £15,000 to cover the £110 cost per pupil through business partnerships, grants and fundraising with support for payment plans and additional needs.
This document contains articles on various topics:
1. A magazine article reviewing and reporting on various imported car models.
2. Sections about Japan promoting its natural beauty, culture, and architecture.
3. A repeated passage about Japan's beauty.
4. A document discussing changes and transformations to the 21st century, and the story of stones science.
Clinical Development Kp Is Ii 08 Dec2011MFinch3777
This document discusses the importance of clinical trial program evaluation and defining key performance indicators (KPIs) to measure success. It states that evaluation should start during program development to influence decision making and create a return on investment. Defining the correct KPIs allows for monitoring trial performance and efficiency. Tracking metrics can improve studies by identifying issues and implementing corrective actions. Evaluation provides data to assess outcomes and costs, and justify resources to stakeholders. The goal of evaluation is to support projects and help them succeed better than planned.
The document discusses the DTH (direct-to-home) industry in India, focusing on Tata Sky and Dish TV. It provides details on:
- The size and growth of the DTH industry in India, which has over 515 channels and over 8.5 million households with digital pay-TV.
- The major players in the industry including Tata Sky, Dish TV, Airtel Digital TV, Reliance Big TV, Sun Direct, and Videocon d2h.
- Details on Tata Sky and Dish TV such as their ownership structure, services offered, executives, marketing strategies, and use of brand ambassadors.
- Comparisons of their strengths, weaknesses
This unit plan outlines a digital storytelling project for elementary students. The plan is divided into 5 parts:
1. Planning and drafting the story. Students will brainstorm ideas, create storyboards, and write first drafts of their stories in groups.
2. Researching images and music to accompany their stories. Students will find or create visuals and audio to match their narratives.
3. Storyboarding to plan how the multimedia elements will fit together.
4. Producing the digital stories by combining the narrative, images, and music based on their storyboards.
5. Presenting the completed digital stories to an audience such as parents or by posting online. The unit provides detailed
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
This project involves 9th grade English and history students working collaboratively in groups to create a living history museum. Students will select a time period studied in class and create various projects for their exhibit, including a backdrop, narrative, poem, letter, biography, "what if" scenario, digital presentation, and group newspaper. The goal is for students to make connections between the two subjects and gain experience working as a team to demonstrate their knowledge through creative works. Students will present their museum to other classes and community members.
This three-day lesson plan teaches third grade students about literary elements such as character, setting, and plot. On day one, students will read a story together and review definitions. They will then analyze the story's characters, setting, and plot. On day two, students will create paper bag book reports in small groups to present what they learned. On day three, students will write blog posts answering questions about the story. Throughout the lesson, formative assessments will evaluate students' comprehension, identification of literary elements, and ability to summarize the story. The lesson aims to improve reading skills while relating to state standards.
This document provides information on the "Textile Design in Scandinavia Workshop" course offered at DIS in Copenhagen, Denmark. The 3 credit course runs from January 23rd to March 13th and combines lectures, workshops, assignments, field studies and a final presentation focused on textile design methods and patterns in Scandinavia. Students will explore pattern design, color, and digital printing techniques to create their own wallpaper and textile designs. The course emphasizes individual design processes and solutions within a Danish context. Evaluation will be based on assignments, workshop participation, and a final presentation of original pattern and textile designs.
Term one will focus on core subjects like math, English, science, and SOSE. In math, students will work on number skills, fractions, decimals, and geometry. English will emphasize narrative writing, grammar, punctuation, spelling, and reading various texts. SOSE will cover Aboriginal studies, Australian explorers, recycling, and world cultures. Students will also participate in various music, arts, health, and PE programs. Technology-related projects include the solar boat challenge and teaching workshops on classroom blogging. Collaboration with international classes will occur through the class website and blog.
The document provides information about an assessment task for a Design and Technology course. It includes:
1) An explanation of why the task was chosen - to help students consider the social and environmental consequences of their design decisions early in their project.
2) Details of the task which requires students to research and present on social or environmental issues related to their design project through a 2-page written report and 3-minute oral report.
3) How the task will be introduced to students, including unpacking the task, brainstorming examples, and having students prepare a plan.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document discusses the principles of vaccination and the immune system. It explains that active immunity is produced by a person's own immune system in response to infection or vaccination, while passive immunity is a temporary transfer of antibodies from another. Vaccines work by interacting with the immune system to produce immunity without causing disease. There are two basic types of vaccines - live attenuated vaccines containing a weakened live form of the pathogen, and inactivated vaccines containing a killed form of the pathogen. Factors like maternal antibodies, vaccine dose, and adjuvants can influence the immune response to vaccination.
The document summarizes an interview with the GM HR of Ranbaxy, Mr. Sanjiv Dutta. It provides information about the roles and responsibilities of the HR department at Ranbaxy, including recruitment, employee engagement, performance management, training, and compliance. It discusses the importance of performance appraisal, employee training, motivation, and the motivational techniques used at Ranbaxy like fringe benefits and vacation trips. The interview covered topics like the roles of an HR manager, how HR helps build a competitive organization, and why motivation and performance appraisal are important.
The document discusses the importance of early clinical recruitment planning for drug development programs. It notes that delays in recruitment can significantly increase costs and impact revenue opportunities due to later market entry. Early planning allows consideration of factors like disease characteristics, enrollment population size, competition, and protocol challenges that influence feasibility. Comprehensive recruitment programs costing 1-12% of delay costs can help avoid delays and ensure timely trial completion and drug approval.
ReThink provides productivity consulting services to retail, pharmacy, and hospitality businesses. With over 30 years of experience across 15 countries and 33 brands, ReThink uses measurement techniques to develop labor standards and budgets, identifies time and cost saving opportunities, and supports leadership engagement to realize desired customer experiences. Services include time and motion studies, workforce management consultancy, and process improvement recommendations.
The document contains a collection of inspirational quotes about living life to the fullest and making the most of each day. Some of the quotes encourage embracing life's ups and downs, rising after falling, and finding happiness in appreciating what you have. Other quotes suggest healing from the past, following your dreams, being open to opportunities, and moving forward even when facing obstacles. The overall message is about maintaining a positive outlook and making the most of your time.
The document discusses the principles of vaccination, including how active and passive immunity work. Active immunity is longer lasting and results from exposure to an antigen through natural infection or vaccination. Passive immunity is shorter term and results from the transfer of antibodies from one individual to another. The document also describes the two main types of vaccines - live attenuated vaccines, which use weakened live viruses or bacteria to produce an immune response similar to natural infection, and inactivated vaccines, which use killed pathogens and require multiple doses to produce immunity.
The document outlines Kilwinning Academy's transition programme for 2011-2012 which aims to provide a supported and positive transition for pupils through various outdoor learning activities including a visit to Outward Bound and support from S4 Ambassadors. It discusses holding preparation events prior to June 2012, two days following the normal timetable and a three day Outward Bound experience to build on good practice, improve relationships and provide enjoyable and challenging opportunities through curriculum for excellence outdoors. It also addresses the practicalities of fundraising £15,000 to cover the £110 cost per pupil through business partnerships, grants and fundraising with support for payment plans and additional needs.
This document contains articles on various topics:
1. A magazine article reviewing and reporting on various imported car models.
2. Sections about Japan promoting its natural beauty, culture, and architecture.
3. A repeated passage about Japan's beauty.
4. A document discussing changes and transformations to the 21st century, and the story of stones science.
Clinical Development Kp Is Ii 08 Dec2011MFinch3777
This document discusses the importance of clinical trial program evaluation and defining key performance indicators (KPIs) to measure success. It states that evaluation should start during program development to influence decision making and create a return on investment. Defining the correct KPIs allows for monitoring trial performance and efficiency. Tracking metrics can improve studies by identifying issues and implementing corrective actions. Evaluation provides data to assess outcomes and costs, and justify resources to stakeholders. The goal of evaluation is to support projects and help them succeed better than planned.
The document discusses the DTH (direct-to-home) industry in India, focusing on Tata Sky and Dish TV. It provides details on:
- The size and growth of the DTH industry in India, which has over 515 channels and over 8.5 million households with digital pay-TV.
- The major players in the industry including Tata Sky, Dish TV, Airtel Digital TV, Reliance Big TV, Sun Direct, and Videocon d2h.
- Details on Tata Sky and Dish TV such as their ownership structure, services offered, executives, marketing strategies, and use of brand ambassadors.
- Comparisons of their strengths, weaknesses
This unit plan outlines a digital storytelling project for elementary students. The plan is divided into 5 parts:
1. Planning and drafting the story. Students will brainstorm ideas, create storyboards, and write first drafts of their stories in groups.
2. Researching images and music to accompany their stories. Students will find or create visuals and audio to match their narratives.
3. Storyboarding to plan how the multimedia elements will fit together.
4. Producing the digital stories by combining the narrative, images, and music based on their storyboards.
5. Presenting the completed digital stories to an audience such as parents or by posting online. The unit provides detailed
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
This project involves 9th grade English and history students working collaboratively in groups to create a living history museum. Students will select a time period studied in class and create various projects for their exhibit, including a backdrop, narrative, poem, letter, biography, "what if" scenario, digital presentation, and group newspaper. The goal is for students to make connections between the two subjects and gain experience working as a team to demonstrate their knowledge through creative works. Students will present their museum to other classes and community members.
This three-day lesson plan teaches third grade students about literary elements such as character, setting, and plot. On day one, students will read a story together and review definitions. They will then analyze the story's characters, setting, and plot. On day two, students will create paper bag book reports in small groups to present what they learned. On day three, students will write blog posts answering questions about the story. Throughout the lesson, formative assessments will evaluate students' comprehension, identification of literary elements, and ability to summarize the story. The lesson aims to improve reading skills while relating to state standards.
This document provides information on the "Textile Design in Scandinavia Workshop" course offered at DIS in Copenhagen, Denmark. The 3 credit course runs from January 23rd to March 13th and combines lectures, workshops, assignments, field studies and a final presentation focused on textile design methods and patterns in Scandinavia. Students will explore pattern design, color, and digital printing techniques to create their own wallpaper and textile designs. The course emphasizes individual design processes and solutions within a Danish context. Evaluation will be based on assignments, workshop participation, and a final presentation of original pattern and textile designs.
Term one will focus on core subjects like math, English, science, and SOSE. In math, students will work on number skills, fractions, decimals, and geometry. English will emphasize narrative writing, grammar, punctuation, spelling, and reading various texts. SOSE will cover Aboriginal studies, Australian explorers, recycling, and world cultures. Students will also participate in various music, arts, health, and PE programs. Technology-related projects include the solar boat challenge and teaching workshops on classroom blogging. Collaboration with international classes will occur through the class website and blog.
The document provides information about an assessment task for a Design and Technology course. It includes:
1) An explanation of why the task was chosen - to help students consider the social and environmental consequences of their design decisions early in their project.
2) Details of the task which requires students to research and present on social or environmental issues related to their design project through a 2-page written report and 3-minute oral report.
3) How the task will be introduced to students, including unpacking the task, brainstorming examples, and having students prepare a plan.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, projects, and a final exam. The module aims to develop students' communication, problem-solving and digital skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and apply their skills to express 3D spaces in 2D orthographic drawings. Assessment includes class participation, portfolio submissions, and a final exam. The module aims to develop students' communication, problem-solving, and digital literacy skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment components. The module aims to familiarize students with basic representation techniques for the built and natural environment through various drawing methods. It will be presented through lectures, workshops, tutorials, and discussions. Students will be assessed through group and individual projects involving different drawing techniques, as well as an online portfolio demonstrating their skills and knowledge.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret different drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret drawing types used in construction and apply drawing as a communication tool. They will be assessed through projects, participation, and a final exam to evaluate their understanding of discipline knowledge and drawing skills.
This document provides information about the Introduction to Drawing module offered at Taylor's University. The 3-credit, 18-week module teaches students basic drawing techniques as a means of communication in the construction industry. Students will learn drawing conventions and practice representing 3D spaces and objects in 2D orthographic drawings through lectures, tutorials and self-study. Assessment includes class participation, portfolio submissions and a final exam. The module aims to develop students' communication, problem-solving and digital literacy skills.
This document provides information about the Introduction to Drawing module, including:
- The module aims to familiarize students with basic representation of the built environment through drawings.
- Students will learn different drawing techniques and be able to apply drawing as a communication tool.
- The module will be delivered through lectures, tutorials, and self-study over 18 weeks for 3 credit hours.
- Students will be assessed through projects, presentations, and participation to evaluate their drawing skills and ability to communicate spatially through drawings.
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, assessment components, and weekly schedule. The key points are:
1. The 3-credit module aims to familiarize students with basic representation of the built environment through different drawing techniques over 18 weeks.
2. Students will learn drawing as a communication tool, techniques, conventions, and apply skills to express 3D spaces in 2D orthographic drawings.
3. Assessment includes group and individual projects, with students demonstrating drafting skills and developing an online portfolio encompassing the module's learning outcomes.
4. The module will be delivered through lectures, tutorials, self-study, and use student-centered learning approaches like
This document provides information about the Introduction to Drawing module, including its objectives, learning outcomes, teaching methods, and assessment plan. The module aims to help students learn basic drawing techniques to represent the built environment through lectures, tutorials, and self-study. Students will learn to interpret and apply different drawing representations used in construction as a communication tool. Their work will be assessed through projects, participation, and a final exam to evaluate their understanding of drawing principles and skills.
This lesson describes how consumers and producers interact in the U.S. economy and how entrepreneurs take risks to develop new goods and services to start a business. Media and technology are also integrated into the lesson.
This course description outlines the Spring 2013 Design Foundations II course at the City University of New York. The course is a 6 hour studio course worth 3 credits taught by Professor Esteban Beita. The course builds on students' design skills from Design Foundations I, increasing their ability to perceive visual cues and create and interpret 2D and 3D designs using both hand and digital skills. Students will complete several projects using an iterative design process. The course is required in the design sequence and has prerequisites of Design Foundations I and Visual Studies I with grades of C or higher. Attendance may not exceed 10% absence. The course will include lectures, presentations, workshops and critiques. Students will be graded on several projects,
This is the presentation that was given to parents on 24.12.2012. This details full information on the trip, and the learning experiences that the 2012/2013 Ambassadors will be exposed to.
The document discusses the 2012 London Olympics and provides information for students to create model Olympic torches. It notes that London will be the first city to host the Olympics three times, in 1908, 1948, and 2012. Students are encouraged to decorate paper towel roll or paper plate torches with symbols of the Olympics like the motto of "Faster, Higher, Stronger" or the values of the Paralympics. The young ambassadors will check in on the students' progress in making their torches and encourage them to participate in local sporting events and watch the 2012 Games in London.
This summary provides the key information from the Kilwinning Academy S1 News document in 3 sentences:
The document outlines the various subject curriculums that S1 pupils will follow in their first year at Kilwinning Academy, including Art, English, Personal Social & Health Education, Home Economics, Geography, History, French, Maths, Computing and Business Education. Parents are encouraged to help support their children's education by promoting more active learning at home. The school aims to work in partnership with parents to raise pupil attainment through providing more information about homework and how to improve their youngsters' education.
This document provides a summary of information for parents about Kilwinning Academy in North Ayrshire, Scotland. It outlines details such as the school's aims, curriculum, dress code, attendance policy, and meal options. The handbook is intended to welcome parents and provide information about how the school operates.
The document provides information to parents and students about curriculum updates and exam preparations at Kilwinning Academy. It discusses improvements to partnership with parents to raise attainment and provide homework support. It also outlines exam results from the previous year and goals to further increase performance. Subject-specific sections detail topics students are currently studying, homework expectations, and plans for prelim exams before the winter break to adequately prepare for final exams in the new year.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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S3 Curricular bulletin Oct10
1. Kilwinning Academy S3 News
October 2010
Welcome to our S3 Curriculum Bulletin
In our recent visit by school inspectors we were praised for our effective partnership working.
In the report it was noted that parents were asking for more information about how to improve
the education of their youngsters and how to provide more homework support. We are taking
steps to raise attainment in partnership with parents by promoting more active learning. We
hope that this publication is helpful to parents and students in S3 as they start work on SQA
certificate courses leading to qualifications at Standard Grade and Intermediate levels.
English Maths
All S3 pupils will begin the two-year Standard Grade Each pupil will be issued with a homework booklet,
course. There are three elements to the course – Reading, notes jotter, class work jotter and textbook. Problem
Writing and Talking. solving booklets are also available and should be
worked on through the year.
Reading includes both close reading skills and the study
of literature (prose, poetry and drama). Homework exercises are due after the completion of
each topic covered in class. These should be
Writing includes the production of personal essays, short completed in line with departmental policy and are the
stories and functional writing. minimum requirement for S3 pupils.
Talking involves both solo talk and group discussion. S3 has 3 assessments. Each assessment has two papers
– Non calculator and Calculator.
All of the elements are assessed.
Assessment 1 Class test- End of October.
Pupils are expected to complete a folio of work (a
minimum of two pieces of creative writing and three Assessment 2 Class test- Mid December
responses to literature) by the end of S3.
Assessment 3 S3 Examinations- Beginning of May.
There is also an exam, which comprises two close
reading papers and one writing paper. All pupils in General/ Credit are encouraged to
All pupils will sit the General level exam, plus either purchase a Scientific Calculator.
Foundation or Credit papers as appropriate.
Geography History
Over the last few weeks our S3 pupils have settled in well to the Pupils have started work on Unit 2A: international
Geography department. They will complete the introductory co-operation and conflict. This will cover the
ordnance survey unit in the next few weeks, which will be
followed by an assessment. They will then complete a target causes of WW1, the experience of civilians and
setting exercise with their teacher. They will have 2 targets soldiers during war, and the peace settlement at
which they will bring home to be signed by parents/carers. the end of the war. Staff will be encouraging
Hopefully this will help them to improve their grades over the
course of the session. pupils to regularly revise jotters notes at home as
part of their homework schedule. History staff will
By the start of September all our pupils moved onto the River issue target sheets to pupils in the coming weeks.
Landscapes section of the Standard Grade course.
The department encourages pupils to attend the
Pupils undertaking Acc3/Int 1 courses started by looking at river 1 inquisitor club which provides quizzes to enhance
landscapes then studied glacial landscapes before completing factual knowledge.
the first of their 3 NAB assessments.
2. Core Religious Education Standard Grade Religious Studies
In line with government requirements all pupils in S3 receive Pupils are currently looking at Issues of Belief and should
core RE for one period each week. Following our work on have returned an essay task recently. Much of what is
morality and moral issues in S2, pupils in S3 follow a learned requires pupils to reflect on what is happening in
continuously assessed free-standing SQA unit examining moral the world around them, and so it is worth spending time
issues in technology which can be achieved at either watching TV programmes which involve making moral
Intermediate 1 or 2 level. Pupils identify different examples of
technology (work and leisure, environment, medical) using choices, eg in issues such as abortion, sex, terminal illness,
newspaper and magazine articles, tv reports and documentaries, and warfare. Pupils should be revising from their notes
and their own experience. Next, drawing on class resources, regularly, using mindmaps, and highlighting/summarising
they show how using technology raises religious and moral different topics. Question answering practice will usually
questions. Finally, they are expected to write a report on their be set for homework at the end of topics. The class will
choice of technology explaining the issues raised by it. There is be starting a study of Islam soon; watching TV news/
normally no homework associated with core RE unless class current affairs programmes or reading good quality
tasks are incomplete. newspapers will be helpful.
Art & Design Craft & Design Graphic Communication
Pupils will be developing drawing Pupils will design and make a range of Pupils will work through units 1-4 of the
skills in a range of media such as models which will give them a sound course. Various technical drawing lessons
pencil, colour pencils, pastels, and skills base from which to design their will develop both their skills and
paints, There will also be the final projects. Practical skills will be knowledge of graphic communication.
opportunity to work in three developed through working in the
dimensions and to work in workshops with wood and metal. Each Hand rendering and computer aided
developing their visual awareness in model will be preceded by a design folio drawing will be explored while pupils will
the design and expressive areas. develop a knowledge and understanding of
Visual concepts such as pattern, which takes pupils through the design
form, colour and shape are process helping them develop their terms techniques and symbols associated
developed as well as discussing ideas knowledge and understanding of their with industry practice. Techniques vary
about the Design Process of research, own models’ (aesthetics and function). from pictorial illustration to quite functional
development and considering Looking at models on the market, and
solutions to a design problem. Some technical drawings. These get more
of the work done in S3 will be also looking at ‘high end’ designers of challenging as the units progress. In
carried forward into the final units for international repute will help broaden computer work pupils will work on the
S4. Pupils can use their sketch book/ pupils’ ideas and understanding of
homework jotters to practice skills design issues. Gaining an understanding production of graphs, using a library of
and to collect information for their of manufacturing processes is also a images and producing their own displays.
design units. Understanding, major part of the course and pupils will Advertising techniques, packaging and
appreciation and creativity can also be looking at the manufacture of plastics basic construction drawing are all part of
be inspired through personal as well as wood and metal products. It is the course. Looking at technical drawings
research. This is achieved by looking
at artists and designers work. intended that pupils build up their such as building plans, graphs, adverts,
Examples of design in shops knowledge of working terms and are posters, commercially packaged products
magazines and at home can be able to recognise tools and understand and magazine layouts can help pupils
looked at and thought about in terms how they should be used. Safety in the
of how good they look and how well workshops is of course a major issue understand the importance of the graphic
they work as well as looking at and pupils are expected to behave techniques they are learning, in their own
internationally renowned Art & sensibly and responsibly at all times. lives and the world of work.
Design.
Modern Languages
Intermediate 1
Standard Grade Those doing this fast-track course follow the following
Those doing ‘S’ Grade have speaking and writing themes : Lifestyles, Education and Work, The Wider
World, The World of Work. NABS in Speaking,
assessments which are both required by SQA. These count Listening, Reading and Writing are done at the end of
towards overall S4 grade, so are of great importance. each theme. Students must pass the NABS to be
Speaking Tasks: allowed to sit the external exam in May. The speaking
exam is done before the Easter break and is recorded to
Interview about Self, Family, House and Home area. be sent to SQA.
Role-play about Cinema / Sports’ Centre. The writing exam consists of four sections on personal
Short talk on School and Future Plans. language and can be redrafted and learned off by heart
for the external exam. It is crucial that this is done -
Writing Folio Tasks: otherwise wasted marks!!
Write a personal letter to introduce yourself to a new By November - NABS in Reading. Personal & Social
penfriend telling them about yourself, family, house and Language, Practice in Speaking for Oral. Writing prep
home area. for CV. NABS - completed by Easter: Transactional
Language, Language in Work
Prepare an e-mail in French, to your friend, telling them
about your interests and how you spend the weekends. As all these themes are inter-related the assessment is
Write a report, in French, on your school day and subjects on-going with practice in each skill: Reading,
etc. Listening, Speaking, and Writing.
2
3. Music PE
The importance of engaging in an active lifestyle has never been of greater
Solo 1/ Solo 2 importance. The S3 Physical Education curriculum comprises of Core PE
for everyone- this is a choice of activities which pupils will participate in 2
All pupils’ study 2 instruments in periods a week and Standard Grade PE/Intermediate 1 performance/Access
Standard Grade. By the end of 3 which some pupils have chosen as a subject. In Core PE pupils will have a
S3, pupils should be ready to choice of 5 activities for each block-covering a range of sports and
record their Solo 2 instrument. recreational activities. These include: indoor and outdoor football, hockey,
Once this is recorded, pupils can basketball, badminton, dance, fitness suite, table tennis, aerobics, self
then fully concentrate on their defence, gymnastics, rugby, athletics and summer games.
Solo 1 ready for the final exam in Standard Grade PE comprises of 3 periods a week in which pupils work
S4. towards gaining a practical performance grade and to sitting a written exam.
Standard Grade activities are football/hockey, fitness, gymnastics, basketball
Listening and badminton. Some pupils have elected for only the practical performance
element of Intermediate 1 PE/Access 3-this comprises of 3 periods per week
By the end of S3 pupils will have in a range of activities.
completed the following Pupils are expected to bring their own kit, otherwise kit will be provided by
Listening topics: Instruments of P.E. staff. Kit should comprise of a plain dark t-shirt and either shorts or
the Orchestra, Scottish Music, tracksuit bottoms-No football tops allowed. Should a pupil
Musical Styles be injured, they should still bring kit
accompanied with a note from home to
Physics explain their reason for not taking
At the end of each topic, pupils
will be assessed on the part. These pupils will either be
Those who have chosen physics will asked to assist with scoring,
concepts covered. At the already know and be appreciating the refereeing, timekeeping or
end of S3 pupils will be importance of physics within our 21st century complete a written
given an SQA General world. The courses provide knowledge and skills which exercise related to the
Listening paper to sit. will help those who study it to enjoy and understand modern current activity. Pupils
life and play a full part in it. should enjoy P.E…
Inventing
Pupils are required In the Standard Grade course pupils have started into topics on
to compose a Telecommunications or Health Physics. They will also study Using
Electricity and start a topic on Transport within S3 and then they have Chemistry
piece of music. topics on Electronics, Energy Matters and Space Physics to look forward to
This is ongoing in S4. Homework is outlined in the booklet given to pupils and takes a All our pupils have
throughout S3/ variety of forms, including the expectation of learning work as each topic started their
S4. progresses. At the end of each topic there is a test which checks on the Chemistry course
knowledge and understanding gained as well as the problem solving skills by studying what
practiced. Some practical skills are assessed during topics but pupils will also
Biology have to complete 2 investigations later in the year and/or into S4. chemical reactions
are and how to
Standard Grade The Intermediate 1 and Access 3 course has started with a study of control them.
pupils are Radiations. During S3 they will also look at Telecommunications and Each pupil will have
working on the Practical Electricity before moving on to Sound and Music, Movement
first topic of their and Electronics in S4. For each topic there is a knowledge and a set of revision notes
c o u r s e , problem solving skills test and some practical assessment of an in their class jotter and
Investigating Cells. activity. Both of these have to be passed to be awarded that they are encouraged to
Each pupil has unit, and all six units have to be passed to gain the course use these for revision and
homework sheets with award. There is no final SQA exam at Access 3 level. to help complete
exercises for the Topic. homework exercises.
These are set at roughly All pupils will have a more formal S3
fortnightly intervals. Pupils exam around Easter and the We recently developed a CD
have their notes and summary which pupils will be issued with
booklets to help with completion. prelim exams in S4.
Around the middle of September shortly. This contains a full set of
pupils sat a test to assess their progress in t h e revision notes, homework exercises
first two sub-units. This is used to set targets to allow pupils to and links to useful websites. It is
achieve maximum potential. hoped that this will encourage
students to complete work at home to
Intermediate 1 Biology pupils are working on their first Unit, Healthy their full potential and to provide
Bodies. Homework is set about fortnightly in the form of write on them with the tools necessary to
sheets. undertake independent learning.
The Homework sheets, summary notes and Powerpoint presentations
used in the course are available to download from ‘Glow’. Pupils will
soon be shown how to access and use ‘Glow’. Dates for your diary
Pupils will be working on techniques and investigations which are S3 Parents Evening: 9 November
compulsory if they are to achieve an award in their final exam. Good Exams: 22 March - 1 April
attendance is particularly important to avoid missing any of these Reports: mid May
practical assessments.
3
4. Computing Studies Administration
The course divides into logical blocks of work, each one of which is The pupils are currently working on
assessed by written class exams, practical class tests, or both. ‘Organisation of Departments’ which will
be complete and a class assessment taken
Overview:
by the end of September. The classes
Aug - Dec: Computer Systems, assessed by exam in December and will then progress onto key functions of
Software Development, assessed by practical tasks issued at regular departments, office layout, safe working
stages. practices and procedures, reception, mail
handling, purpose of filing, filing
Jan: Databases, Feb: Word processing, Mar: Spreadsheets, all
methods, and security of information.
assessed in the last 2 periods of unit through a practical assessment
and then a 1 period exam. Most sections will have an end of unit
test, unless time pressure requires that
The S3 exams will then give an opportunity for the pupils to show
some consolidation is achieved by
that they have retained all the work up to this point. The remaining
homework rather than tests.
time in the year will be spent completing their coursework folio by
doing an extended (10 hour) project. Any remaining time will
be spent on rounding up the other commonly used
applications like multimedia authorware, presentations and
web development.
IT
Business Management
Accounting & Finance
The pupils are currently working on
The class has just sat a balance sheet test and have completed it ‘Business in Contemporary Society' which
to a high standard. They will now progress onto trading, profit will be completed and assessed by the end of
and loss accounts which will be completed and assessed by the September. The classes will then progress
October holidays. onto marketing, business information,
operations, business enterprise, and decision
making.
After the October break work will continue with consolidated
Each section will have an end of unit test and
final accounts of a sole trader, ledger accounts, petty cash
when pupils are judged to be ready a national
statements, and account of ‘not for profit’ organizations.
assessment bank item will be used for
Each one of the units work ends with a class test. certification purposes.
Home Economics Hospitality Intermediate 1 Lifeskills
Standard Grade This course introduces the student to This is a school based course
skills used in the hospitality industry. which pupils study one period per
This is a two year course which is week .
broken down into a number of units The course is designed to allow for the
which provides variety and short term development of knowledge and skills in The basis of the course is to equip
goals for pupils. Throughout the basic food preparation techniques while our students with Lifeskills which
identifying equipment and food they require to be effective citizens.
course these units offer choice to suit preparation terms. The student will also
individual interest and expertise. gain knowledge of the principles The course includes studying
Some examples of units are:- health and diet, money
associated with a range of cookery
Food in your body, Shops and processes. management, accidents and
Shopping, A Testing Time, Beating emergency procedures for dealing
This is a practical course and students are with medical emergencies and
the Bugs, Clothes for the Family expected to be responsible individuals consumer issues. Many of the
Assessment is ongoing throughout the and come prepared for lesson. areas are supported by outside
course. Pupils will be awarded grades speakers.
for each of the three aspects of the The units assessed in S3 and S4 are:-
course: Knowledge and In S3 the students are presented for
Introduction to Food Preparation Accident and Emergency
Understanding, Handling Techniques. Introduction to Cookery Procedures which is an external
Information, and Practical and Processes, Food hygiene for the assessment.
Organisational Skills Hospitality industry, Organisation of
Homework accompanies each unit to Practical Skills. All students have the opportunity
enhance learning and achievement. to participate in Heartstart training
There is a 1.5 hour exam at the end of S4. at the end of the S3 course.
4