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The document outlines the learning focus for students in 2011/12, including taking responsibility for their own learning, exploring history through key events and people, using communications technologies, developing literacy skills, and focusing on specific subjects like English, history, and ICT. It provides examples of one student, RubyRose, who took initiative in her learning by researching an historical figure and creating different works to demonstrate her understanding, including a blog, news report, and newspaper article. The document evaluates RubyRose's progress and asks where to go next in supporting her learning.
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The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also emphasizes developing communicative competence and critical literacy. Finally, the context discusses the characteristics of Generation Z learners who have grown up with ubiquitous technology and short attention spans but are also creative, collaborative, and more technologically savvy than previous generations.
English-CG.pdf
The document is the K to 12 English Curriculum Guide published by the Department of Education of the Philippines in May 2016. It outlines the philosophy, guiding principles, and context for the English curriculum. The philosophy states that language is central to intellectual, social, and emotional development. The principles indicate that language acquisition is an active lifelong process and learners benefit from engaging with a variety of texts. It also emphasizes developing communicative competence and critical literacy. Finally, the context discusses the characteristics of Generation Z learners who have grown up with ubiquitous technology and short attention spans but are also creative and collaborative.
English-CG.pdf
This document outlines the K-12 English curriculum guide published by the Department of Education of the Philippines in May 2016. It discusses the philosophy, guiding principles, needs of learners, outcomes and conceptual framework for the English curriculum. The curriculum aims to develop students' communicative competence and multiliteracies. It is designed based on principles of spiral progression, interaction, integration, learner-centeredness and contextualization. The goals are for students to effectively interact with others, understand other content areas, and be prepared for their future careers through strengthened English language skills.
October 16th - PD WSWHE Librarians
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
A2.2 UNIT PLAN 1.docx
This document outlines a unit plan for an English class at Colegio de Bachillerato Fiscomisional “Gabriel García Moreno”. The unit will last 6 weeks and focus on inspirational people. It aims to help students talk about goals, obstacles, important decisions, achievements, and the lifestyles of inspirational figures. A variety of activities, resources, and assessment criteria are outlined to help students improve their English communication skills, cultural awareness, reading, writing, and evaluation abilities. Student performance will be evaluated based on their ability to interpret cultural patterns, respond in conversations, engage with texts, use writing processes, and apply evaluation criteria to literary works.
English Class
The document discusses new approaches to teaching English in India. It advocates moving away from conventional grammar-based and rote learning methods towards more activity-oriented and self-learning approaches. The national curriculum framework recommends linking learning to students' lives outside school to reduce the gap between school, home, and community. It also discourages strictly separating subject areas. The document discusses constructing knowledge through interaction and experience. It outlines the four skills of language learning - listening, speaking, reading, and writing - and provides examples of activities to develop each skill. It advocates continuous and comprehensive evaluation over high-stakes exams to improve the teaching-learning process.
Powerpoint For Parents
The document discusses different approaches to learning English at Compass International School Al Rayyan. It covers developing skills in speaking, listening, reading, and writing. Some key strategies mentioned include using discussion techniques, debates, novels, play scripts, websites, and blogs. It also provides tips for parents to help their children with English homework, reading at home, and supporting students learning English as an additional language. Useful resources and websites are listed.
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Student evidence show
- 1. OUR CONTEMPORARY LEARNING FOCUS 2011/12 Students take responsibility for the negotiation and direction of their learning and to take action that matters to self, others and the world.
- 3. How does our focus link in with VELs?
- 9. Today we will focus on the area of Literacy What have we been doing in Literacy this term to link it in with our term FOCUS?
- 15. RubyRose also used ToonDoo as a tool to show what she had discovered about Phar Lap
- 18. RubyRose’s news report on Phar Lap
- 20. RubyRose’s news report on the Melbourne Storm salary scandal