This document provides information for students transitioning to Year 9 at a Catholic girls' school. It begins with an opening prayer. It then outlines the agenda for the information evening, including addresses from the Principal, Teaching and Learning Coordinator, Mathematics Coordinator, and Curriculum Administrator. The document provides details about the Record of School Achievement, curriculum requirements, and elective course options for Stage 5 (Years 9-10). It also discusses mathematics pathways and course options for Stage 6 (Years 11-12).
This document provides an introduction to Singapore Math. It notes that Singapore students placed top three in international math tests in recent years. It then discusses what the TIMSS test is and provides sample results showing Singapore and other countries' scores. It outlines five factors for Singapore's math success: a sound curriculum, high expectations, subject banding, well-managed schools, and qualified teachers. It also gives overviews of Singapore Math philosophy and methods, including an emphasis on mental math, moving from concrete to abstract understanding, and requiring mastery of basic facts. Sample word problems are presented at the end.
The document describes a study on using storytelling as a teaching method in an introductory genetics course. It finds that storytelling engages students and improves learning outcomes. Some key points:
- Pre- and post-course assessments showed significant gains in students' test scores when storytelling was used to teach genetics concepts.
- Student surveys indicated they enjoyed this teaching technique and felt it made the course an interesting learning experience.
- The researcher concludes storytelling is an effective pedagogical tool that is well-suited to the unique demographic of first-generation college students at Trinity University.
Farheena Naseem has over 15 years of experience as a Physics teacher, most recently at Delhi Public School in Bangalore. She has taught Physics to classes 10 through 12 and served as the Head of the Physics Department. She received several awards for her students' outstanding exam results in Physics. Farheena aims to be innovative in education and guide students to succeed while continuing her own learning.
The document outlines the procedures for an English lesson where students will be divided into groups to play a matching game. Groups will take turns sending up runners to match word cards to picture cards on the board. The lesson aims to teach students to correctly match singular and plural nouns as assessed through lexical sets. Materials needed include picture cards, word cards, and blue tags.
This document outlines a lesson plan on adverbs of frequency in the Malay language. The objectives are for students to correctly arrange sentences using adverbs of frequency and construct original sentences using these adverbs based on a provided schedule. The lesson involves identifying adverbs of frequency, arranging sentences in groups, and presenting example sentences to the class. Assessment is based on correctly adding adverbs of frequency to incomplete sentences and answering worksheet questions.
This document discusses a case study from a preschool class in a remote school in Ranau, Malaysia. It describes two main issues: 1) A very clever student who finishes tasks quickly and disturbs other students. 2) Some students have difficulty with reading, writing, and arithmetic skills due to delays in language acquisition.
To address these issues, several solutions were proposed. For the fast-finishing student, additional tasks were assigned to keep them occupied. For students struggling with skills, activities like alphabet games, colored syllables, reading words and cards, and a reading corner were introduced. Other teachers suggested appointing the fast student to help weaker students.
Veena and Geeta Upasani are experienced mathematics teachers who have started UPASANI's Maths Classes to provide affordable and thorough engineering mathematics instruction. They plan to teach the full semester curriculum in just one intensive week of daily 6-hour classes, charging only 20% of typical fees. This accelerated learning approach aims to help students who struggle with mathematics and are at risk of failing or dropping out of engineering programs due to repeated poor performance in required math courses. The Upasanis are seeking support from educational institutions and donors to sponsor needy students and promote their new affordable math instruction scheme.
This document provides information for parents about Roding Valley Sixth Form. It begins with welcoming remarks from the headteacher and director of sixth form. It outlines the school's vision of developing students with high aspirations who show respect and endeavor. It then discusses the school's academic expectations and support for students. Key dates are provided for assessments. Information is given on how parents can support their child's learning through checking homework and facilitating independent study. Revision techniques are recommended. The document closes by outlining the independent learning expected of students and study spaces available.
This document provides an introduction to Singapore Math. It notes that Singapore students placed top three in international math tests in recent years. It then discusses what the TIMSS test is and provides sample results showing Singapore and other countries' scores. It outlines five factors for Singapore's math success: a sound curriculum, high expectations, subject banding, well-managed schools, and qualified teachers. It also gives overviews of Singapore Math philosophy and methods, including an emphasis on mental math, moving from concrete to abstract understanding, and requiring mastery of basic facts. Sample word problems are presented at the end.
The document describes a study on using storytelling as a teaching method in an introductory genetics course. It finds that storytelling engages students and improves learning outcomes. Some key points:
- Pre- and post-course assessments showed significant gains in students' test scores when storytelling was used to teach genetics concepts.
- Student surveys indicated they enjoyed this teaching technique and felt it made the course an interesting learning experience.
- The researcher concludes storytelling is an effective pedagogical tool that is well-suited to the unique demographic of first-generation college students at Trinity University.
Farheena Naseem has over 15 years of experience as a Physics teacher, most recently at Delhi Public School in Bangalore. She has taught Physics to classes 10 through 12 and served as the Head of the Physics Department. She received several awards for her students' outstanding exam results in Physics. Farheena aims to be innovative in education and guide students to succeed while continuing her own learning.
The document outlines the procedures for an English lesson where students will be divided into groups to play a matching game. Groups will take turns sending up runners to match word cards to picture cards on the board. The lesson aims to teach students to correctly match singular and plural nouns as assessed through lexical sets. Materials needed include picture cards, word cards, and blue tags.
This document outlines a lesson plan on adverbs of frequency in the Malay language. The objectives are for students to correctly arrange sentences using adverbs of frequency and construct original sentences using these adverbs based on a provided schedule. The lesson involves identifying adverbs of frequency, arranging sentences in groups, and presenting example sentences to the class. Assessment is based on correctly adding adverbs of frequency to incomplete sentences and answering worksheet questions.
This document discusses a case study from a preschool class in a remote school in Ranau, Malaysia. It describes two main issues: 1) A very clever student who finishes tasks quickly and disturbs other students. 2) Some students have difficulty with reading, writing, and arithmetic skills due to delays in language acquisition.
To address these issues, several solutions were proposed. For the fast-finishing student, additional tasks were assigned to keep them occupied. For students struggling with skills, activities like alphabet games, colored syllables, reading words and cards, and a reading corner were introduced. Other teachers suggested appointing the fast student to help weaker students.
Veena and Geeta Upasani are experienced mathematics teachers who have started UPASANI's Maths Classes to provide affordable and thorough engineering mathematics instruction. They plan to teach the full semester curriculum in just one intensive week of daily 6-hour classes, charging only 20% of typical fees. This accelerated learning approach aims to help students who struggle with mathematics and are at risk of failing or dropping out of engineering programs due to repeated poor performance in required math courses. The Upasanis are seeking support from educational institutions and donors to sponsor needy students and promote their new affordable math instruction scheme.
This document provides information for parents about Roding Valley Sixth Form. It begins with welcoming remarks from the headteacher and director of sixth form. It outlines the school's vision of developing students with high aspirations who show respect and endeavor. It then discusses the school's academic expectations and support for students. Key dates are provided for assessments. Information is given on how parents can support their child's learning through checking homework and facilitating independent study. Revision techniques are recommended. The document closes by outlining the independent learning expected of students and study spaces available.
Marshall Cavendish Education Global Conference 2012Jimmy Keng
The document summarizes a presentation given at the Marshall Cavendish Education Global Conference 2012. The presentation discussed equity for all learners from three perspectives: curriculum design, textbook use, and classroom practices. It provided examples from Singapore and other countries of how to design curriculum and lessons to engage struggling, average, and advanced learners. It also discussed the competencies teachers need to be developed to cater to diverse learners and how those competencies can be developed through approaches that balance content and pedagogy.
This document provides information for parents about Year 11 at Roding Valley High School. It begins with welcoming remarks from the Headteacher. It then discusses the school's vision and values of aspiration, respect and endeavor. Several students are highlighted for their academic achievements, including getting into top universities. Key dates are provided for Year 11 exams and parents' evenings. Support available for core subjects of English, maths and science is outlined. The importance of independent study is discussed. Advice is given on supporting students and building their belief in themselves.
This document provides information for parents of students in Year 8 at Roding Valley High School. It summarizes the school's vision of developing students with high aspirations, respect, and a drive to achieve their best. It outlines the school's academic focus on consistency, differentiation, and challenging all students. Key staff supporting students are introduced, along with exam dates and expectations for student independence, homework, and goal-setting. Support for student well-being, behavior, and safeguarding are also discussed.
Principal's Presentation to Board on Norfolk High SchoolDr. James Lake
- Norfolk Senior High School's enrollment increased from 1225 students in 2010-2011 to 1273 students in 2013-2014. The percentage of students passing classes or meeting achievement benchmarks on standardized tests is a focus for improvement.
- New teachers are paired with mentors and participate in peer observations to strengthen instructional practices. Data from standardized tests such as PLAN, MAP, NeSA, and ACT are analyzed to monitor student readiness for college and guide curriculum development. PLCs help align curriculum across grades and subjects.
- The school aims to decrease failure rates by 5% per semester over three years through interventions like expanded tutoring programs, study halls, and Saturday school. This goal aims to increase the graduation rate.
This document provides information from a Year 9 parent information evening at a school. It includes:
- The school's vision to develop students with high aspirations, respect, and a drive to achieve their best.
- An overview of the school's academic performance and expectations for students.
- Introductions to the key staff supporting students.
- Information about curriculum options, exams, homework expectations, and how parents can support their children's success.
- Details on character development programs and the importance of attendance in achieving targets.
Abdul Malik is an Ontario certified teacher seeking a teaching position. He has over 20 years of experience teaching physics, mathematics, and science at the middle and secondary school levels in Canada, Qatar, Pakistan, and Kazakhstan. Malik holds a PhD in Curriculum Studies from Western University in Ontario as well as several other advanced degrees. He is licensed to teach in Ontario and is a member of the Ontario College of Teachers and Ontario Secondary Teachers' Federation.
This document summarizes best practices for teaching and learning in the classroom. It discusses five key components of effective instruction: planning, delivery, assessment, review, and reflection. Each component is described in 1-2 sentences. For example, planning involves defining learning outcomes and ensuring students understand concepts. Delivery uses varied methods and effective questioning techniques. The document also presents a teacher guidance matrix that provides examples of elements to consider for each instructional component, such as teaching materials, content knowledge, and classroom management. Overall, the document advocates a structured approach to instructional design, delivery, and evaluation.
The document discusses Singapore's approach to improving student achievement in mathematics. It provides background on Singapore's economic conditions in the 1960s-1970s when Singapore gained independence, with high poverty and illiteracy. It then summarizes Singapore's rising test scores and economic growth between the 1960s-2000s. Charts show Singapore students outperforming other Asian countries on international assessments. The document advocates teaching mathematics for relational understanding through concrete examples, problem-solving, and ensuring all students achieve basic skills as defined by standards.
This document contains the resume of Subhani. It details his educational qualifications including degrees in English, Urdu, and education from the University of Peshawar. It lists his skills in communication, computers, and workshops attended. It provides his employment history teaching English at various colleges. It also outlines publications and novels written along with a statement about his dedication to tasks.
Sin eng-2 - improving maths in p5(form)sochinaction
This document outlines a project to improve primary school students' mathematics abilities through modified teaching methods. 39 primary 5 students with a range of math scores participated. Initially, students took a pre-test of complex word problems. Over two weeks, students worked through worksheets that broke down similar complex problems into simpler conceptual steps. Teachers then reviewed concepts in small groups. Finally, students retook the same test as a post-test to measure the effectiveness of the modified teaching approach at helping students solve complex word problems by breaking them into basic steps.
The new australian curriculum in the prep year.pppleanne_trace
The document discusses the importance of maintaining a play-based pedagogy in the Australian preparatory year curriculum despite more specific expectations in the Australian curriculum. It notes concerns that the current emphasis on worksheets, drilling, and standardized tests does not align with research showing the benefits of play-based learning, as seen in high-performing systems like Finland. The document argues that a developmentally-appropriate, child-centered approach recognizing the value of play is needed to develop students into global citizens.
Michael Hamp has over 7 years of experience teaching English to students aged 3 to 12 in Hong Kong and Australia. He has a Bachelor's degree in Education and English and is certified in TESOL. Currently, he teaches English at S.T.F.A WU SIU KUI Memorial Primary School and Sheung Kung Hui Kindergarten. In addition to classroom teaching, he has experience developing English curricula and currently writes books for teaching English as a second language.
Mastering basic facts through the reflex program by Earbara DotsonEunsook Hong
Barbara Dotson, a mathematics teacher in a middle school in California, USA, found that a math program that helps students free working memory capacity by achieving automatic recall of math facts was effective in students’ acquisition of fluency in multiplication and division performance. https://www.socialpublishersfoundation.org/knowledge_base/mastering-basic-facts-through-the-reflex-program/
Wafa Hassan Alshehhi is a student pursuing a Bachelor's degree in Primary Education from RAK Women's College. She has experience teaching various subjects like English, Math, and Science to students from kindergarten to grade 10. Her teaching experiences include planning lessons, using manipulatives, testing students, and observing other teachers. She has also participated in professional development workshops on topics like the GESS curriculum and using technology in teaching. Upon graduation in December 2015, her goal is to motivate students to learn through unique teaching methods rather than just memorization.
This document is a curriculum vitae for an IB educator named Jagruti D. Joshi. The summary provides the following key details:
Jagruti D. Joshi has over 15 years of experience teaching Physics at the IBDP, IGCSE, and CLSP levels. She is currently teaching at Oberoi International School in Mumbai, India, where she serves as the Extended Essay Coordinator for IBDP Physics. Previously, she taught at Jamnbai Narsee Secondary School and RN Podar Senior Narsee School, taking on roles like Head of Science Department. She has extensive experience in curriculum development, assessment, and guiding students.
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
This document summarizes information presented at a Year 11 Information Evening for parents. It provides results from Year 11 and Year 10 exams, showing improvements over previous years. Targets were set for students using FFT data. Key dates are given for assessments, exams and events. Support for students and opportunities for leadership and enrichment are also mentioned.
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
Parents' Info Session IGCSE 21 Jan 2015sutantoherman
Dr Lee Khen Seng discussed the IGCSE program and subject selection process at the school. The following key points were made:
- The IGCSE is an international qualification for 14-16 year olds that develops skills like creative thinking, inquiry, and problem solving. It prepares students for university foundation programs.
- Students must take English and Math, and choose additional subjects from 6 groups. Subject choices should consider student interests, performance, and university entrance requirements.
- Students achieving at least a grade C have automatic entry to the IB Diploma program. Grade requirements and teacher recommendations determine subject availability.
- Parents should discuss subject choices with guidance counselors if unsure about university program prerequisites.
Marshall Cavendish Education Global Conference 2012Jimmy Keng
The document summarizes a presentation given at the Marshall Cavendish Education Global Conference 2012. The presentation discussed equity for all learners from three perspectives: curriculum design, textbook use, and classroom practices. It provided examples from Singapore and other countries of how to design curriculum and lessons to engage struggling, average, and advanced learners. It also discussed the competencies teachers need to be developed to cater to diverse learners and how those competencies can be developed through approaches that balance content and pedagogy.
This document provides information for parents about Year 11 at Roding Valley High School. It begins with welcoming remarks from the Headteacher. It then discusses the school's vision and values of aspiration, respect and endeavor. Several students are highlighted for their academic achievements, including getting into top universities. Key dates are provided for Year 11 exams and parents' evenings. Support available for core subjects of English, maths and science is outlined. The importance of independent study is discussed. Advice is given on supporting students and building their belief in themselves.
This document provides information for parents of students in Year 8 at Roding Valley High School. It summarizes the school's vision of developing students with high aspirations, respect, and a drive to achieve their best. It outlines the school's academic focus on consistency, differentiation, and challenging all students. Key staff supporting students are introduced, along with exam dates and expectations for student independence, homework, and goal-setting. Support for student well-being, behavior, and safeguarding are also discussed.
Principal's Presentation to Board on Norfolk High SchoolDr. James Lake
- Norfolk Senior High School's enrollment increased from 1225 students in 2010-2011 to 1273 students in 2013-2014. The percentage of students passing classes or meeting achievement benchmarks on standardized tests is a focus for improvement.
- New teachers are paired with mentors and participate in peer observations to strengthen instructional practices. Data from standardized tests such as PLAN, MAP, NeSA, and ACT are analyzed to monitor student readiness for college and guide curriculum development. PLCs help align curriculum across grades and subjects.
- The school aims to decrease failure rates by 5% per semester over three years through interventions like expanded tutoring programs, study halls, and Saturday school. This goal aims to increase the graduation rate.
This document provides information from a Year 9 parent information evening at a school. It includes:
- The school's vision to develop students with high aspirations, respect, and a drive to achieve their best.
- An overview of the school's academic performance and expectations for students.
- Introductions to the key staff supporting students.
- Information about curriculum options, exams, homework expectations, and how parents can support their children's success.
- Details on character development programs and the importance of attendance in achieving targets.
Abdul Malik is an Ontario certified teacher seeking a teaching position. He has over 20 years of experience teaching physics, mathematics, and science at the middle and secondary school levels in Canada, Qatar, Pakistan, and Kazakhstan. Malik holds a PhD in Curriculum Studies from Western University in Ontario as well as several other advanced degrees. He is licensed to teach in Ontario and is a member of the Ontario College of Teachers and Ontario Secondary Teachers' Federation.
This document summarizes best practices for teaching and learning in the classroom. It discusses five key components of effective instruction: planning, delivery, assessment, review, and reflection. Each component is described in 1-2 sentences. For example, planning involves defining learning outcomes and ensuring students understand concepts. Delivery uses varied methods and effective questioning techniques. The document also presents a teacher guidance matrix that provides examples of elements to consider for each instructional component, such as teaching materials, content knowledge, and classroom management. Overall, the document advocates a structured approach to instructional design, delivery, and evaluation.
The document discusses Singapore's approach to improving student achievement in mathematics. It provides background on Singapore's economic conditions in the 1960s-1970s when Singapore gained independence, with high poverty and illiteracy. It then summarizes Singapore's rising test scores and economic growth between the 1960s-2000s. Charts show Singapore students outperforming other Asian countries on international assessments. The document advocates teaching mathematics for relational understanding through concrete examples, problem-solving, and ensuring all students achieve basic skills as defined by standards.
This document contains the resume of Subhani. It details his educational qualifications including degrees in English, Urdu, and education from the University of Peshawar. It lists his skills in communication, computers, and workshops attended. It provides his employment history teaching English at various colleges. It also outlines publications and novels written along with a statement about his dedication to tasks.
Sin eng-2 - improving maths in p5(form)sochinaction
This document outlines a project to improve primary school students' mathematics abilities through modified teaching methods. 39 primary 5 students with a range of math scores participated. Initially, students took a pre-test of complex word problems. Over two weeks, students worked through worksheets that broke down similar complex problems into simpler conceptual steps. Teachers then reviewed concepts in small groups. Finally, students retook the same test as a post-test to measure the effectiveness of the modified teaching approach at helping students solve complex word problems by breaking them into basic steps.
The new australian curriculum in the prep year.pppleanne_trace
The document discusses the importance of maintaining a play-based pedagogy in the Australian preparatory year curriculum despite more specific expectations in the Australian curriculum. It notes concerns that the current emphasis on worksheets, drilling, and standardized tests does not align with research showing the benefits of play-based learning, as seen in high-performing systems like Finland. The document argues that a developmentally-appropriate, child-centered approach recognizing the value of play is needed to develop students into global citizens.
Michael Hamp has over 7 years of experience teaching English to students aged 3 to 12 in Hong Kong and Australia. He has a Bachelor's degree in Education and English and is certified in TESOL. Currently, he teaches English at S.T.F.A WU SIU KUI Memorial Primary School and Sheung Kung Hui Kindergarten. In addition to classroom teaching, he has experience developing English curricula and currently writes books for teaching English as a second language.
Mastering basic facts through the reflex program by Earbara DotsonEunsook Hong
Barbara Dotson, a mathematics teacher in a middle school in California, USA, found that a math program that helps students free working memory capacity by achieving automatic recall of math facts was effective in students’ acquisition of fluency in multiplication and division performance. https://www.socialpublishersfoundation.org/knowledge_base/mastering-basic-facts-through-the-reflex-program/
Wafa Hassan Alshehhi is a student pursuing a Bachelor's degree in Primary Education from RAK Women's College. She has experience teaching various subjects like English, Math, and Science to students from kindergarten to grade 10. Her teaching experiences include planning lessons, using manipulatives, testing students, and observing other teachers. She has also participated in professional development workshops on topics like the GESS curriculum and using technology in teaching. Upon graduation in December 2015, her goal is to motivate students to learn through unique teaching methods rather than just memorization.
This document is a curriculum vitae for an IB educator named Jagruti D. Joshi. The summary provides the following key details:
Jagruti D. Joshi has over 15 years of experience teaching Physics at the IBDP, IGCSE, and CLSP levels. She is currently teaching at Oberoi International School in Mumbai, India, where she serves as the Extended Essay Coordinator for IBDP Physics. Previously, she taught at Jamnbai Narsee Secondary School and RN Podar Senior Narsee School, taking on roles like Head of Science Department. She has extensive experience in curriculum development, assessment, and guiding students.
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
1) The document outlines the agenda for a meet-the-parents session at Sembawang Secondary School, including addresses by school leaders and an introduction of staff.
2) It provides information on upcoming assessments, subject combination options for Secondary 3, and level programmes for Secondary 2 students.
3) Details are given on the school's Community Involvement Programme, Sports Education Programme, and partnership with parents.
This document summarizes information presented at a Year 11 Information Evening for parents. It provides results from Year 11 and Year 10 exams, showing improvements over previous years. Targets were set for students using FFT data. Key dates are given for assessments, exams and events. Support for students and opportunities for leadership and enrichment are also mentioned.
The document outlines the agenda for a Meet-the-Parents Session for Secondary Three students at a school. It includes an address by the Year Masters, introduction of school staff, information about assessment and promotion criteria, secondary level programmes, community involvement programmes, partnership with parents, and a question and answer segment.
Parents' Info Session IGCSE 21 Jan 2015sutantoherman
Dr Lee Khen Seng discussed the IGCSE program and subject selection process at the school. The following key points were made:
- The IGCSE is an international qualification for 14-16 year olds that develops skills like creative thinking, inquiry, and problem solving. It prepares students for university foundation programs.
- Students must take English and Math, and choose additional subjects from 6 groups. Subject choices should consider student interests, performance, and university entrance requirements.
- Students achieving at least a grade C have automatic entry to the IB Diploma program. Grade requirements and teacher recommendations determine subject availability.
- Parents should discuss subject choices with guidance counselors if unsure about university program prerequisites.
Three sentences:
The document provides information about the orientation for parents of students entering 9th standard, including details about the continuous and comprehensive evaluation (CCE) system. It outlines the assessment process which includes formative and summative evaluations across academic and co-curricular areas. Sample report cards are also included to demonstrate how students will be graded on their performance.
This document summarizes information from a Year 10 Information Evening for parents. It provides details on student results which showed improvements from previous years. Targets based on prior test scores were set to challenge students. The document outlines the assessment schedule and exams for the year. Key dates for parents are highlighted. Support for students and opportunities for leadership, enrichment, and social events are also mentioned.
This document summarizes the agenda and key details for a Principal's Dialogue Session at Evergreen Primary School on January 15, 2011. It introduces the vice principals, HODs, and P2 teachers. It outlines the school's mission, vision, values and focus for 2011 on learning approaches and character development. It also provides an overview of the curriculum, assessment strategies, co-curricular activities and partnerships for the different subjects of English, Math, Mother Tongue, Art, Music, PE and ICT.
The document summarizes information presented at a KS4 Information Evening for parents and students. It provides an overview of the KS4 curriculum and support systems in place. Key points include results and achievement trends being on the rise. Targets are set using FFT data and monitored through regular assessments. Students are supported by their form tutor, head of house, and various staff. The careers coordinator outlines options for work experience and advice. Important dates are also listed.
The document summarizes the agenda for a principal's briefing session for parents on the Primary School Leaving Examination (PSLE). It includes introductions of form teachers, an outline of topics like the 2010 PSLE results, assessment modes for 2011, PSLE criteria and secondary school posting. It also provides details on the PSLE subjects, examination format, important dates and the school's academic support programmes for students.
The document summarizes the principal's briefing session for parents on the upcoming PSLE exams and secondary school placement process. It provides an overview of the PSLE subjects and assessment format, how PSLE scores are calculated into T-scores for secondary school placement, the different secondary school tracks, important PSLE exam dates, and details on the Direct School Admission exercise for secondary one admission in 2012.
This document provides an overview of Key Stage 4 for parents, which covers years 10 and 11 of secondary school. It outlines the different qualifications students can study, including GCSEs, BTECs and OCR Nationals. GCSEs are assessed through exams, coursework and controlled assessments. Support is available for students, including tutoring programs, revision classes and liaising with parents. The document aims to help parents understand the assessment system and how they can support their child during these important years.
This document provides information for parents about course offerings and extracurricular activities for incoming sophomores at Edina High School. It includes summaries of mathematics, English, science, social studies, and world language course options. It also provides details about registration timelines, graduation requirements, and ways for parents to get involved at the school.
This document provides information for parents and students about course selection and orientation for 9th grade at Valley Christian High School. It outlines the school's required and elective courses, explains the modified block schedule, and provides guidance on choosing courses to set students up for success in their freshman year.
This document provides information about the curriculum for 8th grade students at Sperreng Middle School. It outlines the core classes required of all students, as well as challenge, elective, and specialized course options. It discusses how students can earn high school credit for certain classes. Sample 8th grade class schedules are also presented. The purpose is to help students and parents understand the 8th grade program and course selection process.
The document provides information about course offerings for 8th grade students at Sperreng Middle School for the 2013-2014 school year. It outlines the core classes required of all students as well as challenge, elective, high school credit, and specialized course options. Sample 8th grade class schedules are also presented. The purpose is to help students and parents understand graduation requirements and make informed choices for electives by the January 31st deadline. Teachers will make course recommendations, and representatives will be available to answer additional questions during the curriculum night event.
The document provides information about a school's mission, teachers, policies, and schedule for Class 3. It includes:
- The teacher's name and qualifications are listed as Ms. Komal Kamram, who has an MA in Education and 4 years of teaching experience in English and Science.
- The school's mission is to create a safe learning environment that supports child development through respectful discussions between children, parents, and teachers. It aims to develop students' independent thinking and problem-solving skills.
- Promotion requirements for Class 3 include passing grades in 2 major subjects (English, Urdu, Math, Science, Social Studies) and the minimum pass percentages listed for each subject.
- The
The document provides information about a school's mission, teachers, policies, and schedule for Class 3. It includes:
- The teacher's name and qualifications are listed as Ms. Komal Kamram, who has an MA in Education and 4 years of teaching experience in English and Science.
- The school's mission is to create a safe learning environment that supports child development through respectful discussions between children, parents, and teachers. It aims to develop students' independent thinking and problem-solving skills.
- Promotion requirements for Class 3 include passing grades in 2 major subjects (English, Urdu, Math, Science, Social Studies) and the minimum pass percentages listed for each subject.
- The
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the programme for a parent-teacher meeting at Damai Secondary School. It provides information about:
1) The school's GCE 'O' Level results from 2010 which showed improvements, including more students scoring distinctions.
2) Requirements and cut-off points for admission to post-secondary institutions like junior colleges and polytechnics.
3) The school's initiatives and expectations to help students prepare for exams, including motivational workshops, remedial classes and encouragement of parental support.
4) An invitation for parents to meet with teachers to discuss their children's progress and clarify any issues.
Meet the Parents May 2011 Sec 4E & 5NA (no mid yr results)damaisec
This document outlines the agenda for a parent-teacher meeting at Damai Secondary School. It includes:
1) A summary of the school's 2010 GCE 'O' Level examination results, requirements for post-secondary education, and the school's initiatives and expectations for students in 2011.
2) Details of the school's programmes for Secondary 4 Express and 5 Normal Academic students to prepare for their national exams, including remedial lessons and motivational workshops.
3) A request for parents to work closely with teachers by ensuring students attend classes and revision programmes, and to contact teachers if needed.
2011 Meet the Parents Session - 3EXP (Year End)damaisec
The document summarizes the key points from a secondary school's meet-the-parents session. It discusses the school's academic performance, programs for the upcoming year, and requirements for admission to post-secondary education. The school achieved high rankings in recent international assessments and aims to develop students holistically through student-centric education. It also outlines plans to enhance the use of information and communication technology for teaching and learning.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
4. OPENING PRAYER
Miss Michaela Beard
Year 8Year Coordinator
5. OPENING PRAYER
God, source of wisdom, bless our daughter
as she moves towards a new future, smooth
her path and let her see new possibilities.
Gift her with an open mind and
enthusiasm for learning as she makes the
transition to Stage 5 of her educational
journey.
6. OPENING PRAYER
Jesus, our brother, you embraced life fully
each day, aware of yourself and your need
of God’s blessing.
Be with us that we will choose our subjects
wisely and move into Year 9 with renewed
energy and passion for our learning.
Empower us to be responsible 21st century
learners.
8. Tonight’s Agenda
Ms Anne Anderson
Principal’s Address
College Principal
Mrs Connie Frino
Stage 5 Curriculum
Teaching and Learning Coordinator
Mrs Evelyn Zaczek
Stage 5 Mathematics Pathways
Mathematics Coordinator
Mrs Kath MacDougal
The Subject Selection Process
Curriculum Administrator
13. The RoSA will:
Provide an ongoing, cumulative record for
students until they leave school.
Report results of moderated, school-based
assessment in the form of grades.
Teachers use the Course Performance
Descriptors to determine an A – E grade at
the end of Year 10.
14. The RoSA will:
Introduce optional, online literacy and
numeracy tests for school leavers.
Provide the opportunity for students to
incorporate extra-curricular achievements.
Be available to ALL eligible students upon
the completion of their schooling.
www.boardofstudies.nsw.edu.au
15. Curriculum Requirements
STAGE 4 STAGE 5
YEARS 7/8 YEARS 9/10
Catholic Studies Catholic Studies
English English
Mathematics Mathematics
Science Science
PD/H/PE PD/H/PE
History, Geography Australian History, Geography
Language Elective 1 (200hr)
Technology Elective 2 (200hr)
OR
Music, Visual Arts Elective 2 / 3 (100hr each)
21. Ensuring Success
Success is related to:
Realistic goals
Using lesson time wisely
Completing all class work
A consistent and well paced study
program
Recognising the importance of
assessment
25. 5.1 Level
Basic level
School Certificate set at this level
but only assesses the Working
Mathematically component
26. 5.1/5.2 Level
Middle level
Covers all of 5.1 topics
Working at a faster pace than 5.1
Additional topics studied
27. 5.2/5.3 Level
Advance level
Assumed knowledge of 5.1 work
Covers all 5.2 topics
Covers 5.3 topics necessary for Year
11/12 Mathematics and Extension
courses
Must achieve a high standard in Year
8 to be offered a position in 5.2/5.3
level
28. Class Allocation
Students will be placed in classes
according to their achievements
at the end of Year 8
This includes classwork and
performance in exams
Good evening parents and Year 8. Thank you for taking the time to be here tonight to learn more about our Stage 5 curriculum offerings. I know it’s a very exciting time for girls, as they have the opportunity to shape their pattern of study for the first time. Over the last few weeks, the girls have participated in a number of information sessions and workshops, designed to support them, so that their decisions concerning elective courses are made with confidence, based on their current learning needs and interests.Earlier this term the girls participated in a ‘Subject Selection Workshop’ presented by Mr Schneider, our College Careers and VET Coordinator. The purpose of the workshop was to help girls identify their talents, interests and current learning needs so that they make appropriate elective choices.This was supplemented last week with presentations conducted by Studies Coordinators regarding their elective courses. During this time, girls were given the opportunity to ask further questions to help clarify their understanding of each elective course. At this time the girls also received a copy of the Stage 5 Curriculum Handbook. This handbook contains information about both mandatory and elective courses at St Ursula’s. I highly recommend that girls read this handbook together with their parents.Girls I highly recommend that you listen to the advice that your parents give. Your parents often know your talents, interests and learning needs best, as well as weaknesses and faults. Therefore the advice they offer you at this time is invaluable. However, I would also offer a word of caution to parents. Although very tempting, it’s unwise to dictate what courses your daughter will study. This more than often leads to failure and future recriminations when your daughter is not happy or succeeding in her elective courses.
As you are aware, the NSW School Certificate has been abolished. In its place the BOS has introduced a new credential called the Record of School Achievement (RoSA) . The RoSA will not automatically be provided to all students. Students will still need to meet BOS mandatory curriculum, assessment and attendance requirements to be eligible.
The RoSA will record grades for all courses completed in both Year 10 and 11. These grades will be determined by schools based on a student’s overall achievement of course outcomes. For each Stage 5 Course a set of Course Performance Descriptors has been developed by the Board of Studies. These are a series of statements that summarise characteristics of student achievement at different levels. Throughout Year 10 teachers collect assessment information about student achievement, relate it to the Course Performance Descriptors, and then award appropriate grades. At the end of Year 11 the same process will be used to determine grades in each Course. The Board is currently developing Stage 6 Course Performance Descriptors.If a student doesn’t satisfactorily complete a course in Year 10 or Year 11, their RoSA will record their enrolment without showing a grade. These students will only receive a Transcript of Study.
As part of the suite of RoSA initiatives, students will be able to take voluntary, online literacy and numeracy tests before leaving school. The tests will be designed to show prospective employers a snapshot of a student’s level of achievement in these areas. The tests will be offered during nominated ‘windows’ throughout the year. The RoSA will also provide the opportunity for students to include their extra-curricular achievements such as debating, school leadership positions, AMEB tests etc. The BOS has yet to communicate to schools how this information will be collected and verified but we will let you know when this becomes available.The RoSA will a credential available to ALL eligible students when they complete their secondary schooling. Students who receive an HSC will be also be able to receive a RoSA. In this case, details of their achievement in both the HSC and Years 10 and 11 will be included.I hope this has given you some understanding of the RoSA. Further information about the RoSA can be accessed through the Board of Studies website listed.
The implementation of the RoSA in 2013 will have no impact on existing curriculum structures and mandated hours currently in NSW. In Years 7 & 8, students study a broad and balanced compulsory curriculum that provides anintroduction to all Key Learning Areas. At St Ursula’s students satisfy the Board of Studies mandatory course requirements in Visual Arts, Music, Languages and Technology by the end of Year 8. In Year 9, students then move into a program of study made up of compulsory and elective courses. They study a core curriculum of Catholic Studies, English, Mathematics, Science, Personal Development, Health & Physical Education, Australian History and Geography. At St Ursula’s they also study TWO electives courses in Year 9, of which at least one will be carried on to Year 10 as a 200 hour course.
At St Ursula’s the girls have a choice of nine elective courses.A very popular elective course at the College is Commerce. In Commerce, students learn about clever shopping, e-Commerce, money and accounting, wise investing, consumer rights and the law, politics, employment, how to run and market a business, travel and the Australian Economy.
Within the TAS key learning area there are four elective courses offered for study. In Information and Software Technology students will gain practical experience with modern computer hardware and software in areas such as website development and database design, digital media, robotics and automated systems. The emphasis of the course is in solving ‘real-world’ problems that will enable students to appreciate the multitude of applications and implications of computers in today’s society. Textiles Technology provides students with a broad knowledge of the properties, performance and uses of textiles, in which fabrics, colouration , yarns and fibres are explored. Students will examinethe work of designers, particularly Australian designers, and learn to use the creative process to design and produce quality textile items. In Design and Technology students will learn to be innovative, creative and gain practical experience in a number of mediums such as timber, plastics, model making and computers. This is achieved by applying the design process to solve everyday problems using present and emerging technologies. In Food Technology students will learn through practical experiences how to design, produce and evaluate food. They will develop good food preparation skills and learn about a variety of food and nutritional issues.
Creative and Performing Arts offers three elective courses for study in Years 9 & 10.Visual Arts is a popular course that provides opportunities for students to learn about other artists and their artworks. Students will develop skills in analysis, art language and writing about the arts, along with exploring artmaking practices such as drawing, painting, printmaking, sculpture, digital media and ceramics.Musicis a practical course where students learn about different styles of music through the areas of performance, composition and critical listening activities. Students will learn about Film Music, Contemporary Popular Music, Musical Theatre and Classical Music, and will have the opportunity to specialise in an instrument of their choice, that includes the voice.Finally, in Drama students will learn about performance and the theory behind the dramatic process. The course content focuses on the exploration of the elements of Drama through playbuilding and practical experiences in a variety of dramatic forms and performance styles. These include mime, improvisation, mask and comedy.
Japanese is the only language course offered in Years 9 & 10. The course comprises of four aspects of learning – speaking, listening, reading and writing. In this course students develop the skills to communicate in Japanese and they also develop the capacity to interact with Japanese people and their culture.
If girls want to succeed academically they must ensure that they;Have realistic goals based on their talents, interests and abilitiesAlways use their lesson time wiselyComplete all class work to the best of their abilityMaintaina consistent and well paced home study program ANDRemember that assessments are a very important aspect of the learning process so students should ensure that adequate time and effort is placed on preparing for them.Please feel free to contact me if you have any further questions about your daughter’s learning or pattern of study in Years 9 or 10.