text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
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Algebra is more than a set of procedures for manipulating symbols. Algebra provides a way to explore, analyze, and represent mathematical concepts and ideas. It can describe relationships that are purely mathematical or ones that arise in real-world phenomena and are modeled by algebraic expressions. Learning algebra helps students make connections in varied mathematical representations, mathematics topics, and disciplines that rely on mathematical relationships. Algebra offers a way to generalize mathematical ideas and relationships, which apply to a wide variety of mathematical and nonmathematical settings. NCTM, Guiding Principles for Mathematics Curriculum and Assessment
Our goal is to use varying teaching/learning strategies in order to meet the needs of all the students and the demands of the content. These strategies include, but are not limited to, the following:
Give students a new type of problem and have students arrive at solutions individually or in groups. Then share with group to collect all the different ways to solve a problem.
Present a new problem and think, pair, share.
Give students a new type of problem together with a worked out solution and have students discover and explain, in writing and verbally, how and why the solution works.
Direct instruction – Typically direct instruction will follow some exploratory time for students to play around with a new type of problem/situation/scenario. Students' brainstorming will be the start of direct instruction, with notes and examples and information that help students make sense of the new problem and place it in the context of prior knowledge.
Have students analyze a new problem: what about it looks familiar, what about it looks new, how could they start the problem or, if they can't start, what might be involved while attacking the problem. Students share ideas in writing and verbally.
Have students use technology (graphing calculators, Geometer's Sketchpad, Graphmatica, etc) to explore functions and mathematical concepts.
Have students reflect on their learning in writing and verbally. A regular class wrap up will include asking students to write what they learned in the day's work, what questions they still have, what it reminds them of from past work, and other associations they have with the new material.
Expose students to complex problems that involve many concepts and lend themselves to a variety of solutions and strategies. These could be problems that take anywhere from 15 minutes to an hour to multiple days to solve.
Instructional goals
Nurture an appreciation for the distinct nature of mathematics as an abstract language system that is internally consistent and understood through rigorous analytical thinking skills.
Nurture an appreciation for how the analytical thinking and problem solving skills honed in mathematics is essential for students' current and future lives regardless of whether they choose a mathematical or scientific field.
Wherever possible, tie the mathematical content to other fields such as economics, literature, all the sciences, psychology, politics, etc., so that students can see the relevance and use of mathematics in other contexts.
Nurture numeracy and statistical savvy so that students may be critical consumers of statistical information in their current and future lives.
A constant goal is to achieve depth of understanding and connection, despite what we consider to be a much too full list of topics prescribed by the State of New York.
Nurture mathematical reasoning and analytical skills and the ways to express one's reasoning, both verbally and in writing. We want to encourage students to look for and recognize patterns, internal structure, regularities or irregularities both in "real-world" problems and in the symbolic language of mathematics. We want students to see when patterns are meaningful as opposed to when they are by chance or accidental. We want students to justify their solutions and to see why those solutions make sense.
Assessment
We plan to use both formal and informal assessments to ascertain understanding. Assessments will also be both formative and summative.
Projects – research and writing projects, statistics projects that involve gathering and analyzing data, solving and explaining solutions to complex, multi-faceted problems
Tests and quizzes
Group work – group work allows the teacher to circulate and listen in, thus giving the teacher an idea of student understanding and misconceptions.
Written descriptions of solutions to problems – students will be asked to describe their process for solving a particular problem in writing, which will give the teacher an insight into student understanding of the method being assessed.
Homework
We hope to train students to make homework a productive, reflective process. Homework is a time to practice problem solving skills and thinking processes. By providing solutions, we hope to encourage students to check their own work and work independently to find their own mistakes and identify any misunderstandings or gaps in knowledge.
New Paltz Central School District Algebra 2 and Trigonometry Topics
Sample problems can be found for each performance indicator in the NYSED Algebra 2 and Trigonometry Curriculum
Unit 1: Relations and Functions
Essential Questions:
1. What is a relation and what is a function?
2. How can functions be represented numerically, graphically, algebraically, and verbally?
3. How can we use different types of functions to model real-world situations?
4. What effect do transformations have on functions?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| Sept. (3 weeks) | A2.A.37 | Define a relation and function | lesson 1 • introduce and discuss types of functions, their graphs, equations, tables, applications that call for different functions, etc: linear, absolute value, quadratic, power, exponential, logarithmic, trigonometric, polynomial • define relation and function • when is a relation a function • identify relations and functions using graphs, tables, words, mappings, algebraic expressions lesson 2 • function notation (f(x) and set builder notation) • domain and range (using graphs, equations, tables, mappings, words) • onto • evaluate functions lesson 3 • compositions • inverses • proving inverses using composition • when is an inverse also a function: one-to-one lesson 4 • linear functions – direct variation, applications, graphs, given f(x) find x. • solve absolute value equations and inequalities |
| | A2.A.38 | Determine when a relation is a function | |
| | A2.A.52 | Identify relations and functions, using graphs | |
| | A2.A.51 | Determine the domain and range of a function from its graph | |
| | A2.A.39 | Determine the domain and range of a function from its equation | |
| | A2.A.40 | Write functions in functional notation | |
| | A2.A.41 | Use functional notation to evaluate functions for given values in the domain | |
| | A2.A.42 | Find the composition of functions | |
| | A2.A.43 | Determine if a function is one-to-one, onto, or both | |
| | A2.A.44 | Define the inverse of a function | |
| | A2.A.45 | Determine the inverse of a function and use composition to justify the result | |
| | A2.A.46 | Perform transformations with functions and relations: f(x+a), f(x)+a, f ( −x), − f(x), af(x) | |
| A2.A-47 | Determine the center-radius form for the equation of a circle in standard form |
|---|---|
| A2.A.48 | Write the equation of a circle, given its center and a point on the circle |
| A2.A.49 | Write the equation of a circle from its graph |
Unit 2: Polynomials and Quadratics
Essential Questions:
1. What are polynomial equations and quadratic equations and how can we find roots?
2. How can real-world situations be modeled by quadratics and higher order polynomials?
3. What does it mean to solve a system of equations?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| Sept. – Oct. (4 weeks) | A2.N.3 | Perform arithmetic operations with polynomial expressions containing rational coefficients | lesson 1 • perform four basic operations on polynomial expressions • factor polynomials lesson 2 • solve quadratic equations by factoring and graphing • completing the square and its applications (prove quadratic formula, rewrite circle equations, solve quadratics) • quadratic formula lesson 3 • quadratic applications and graphing calculator usage lesson 4 • write the equation of a quadratic given roots: sum and product of roots lesson 5 • factor and solve polynomials of higher degree using factoring and quadratic formula • approximate solutions to polynomials graphically lesson 6 • quadratic inequalities with applications • absolute value inequalities with applications lesson 7 • systems of equations: linear-quadratic (extraneous solutions) |
| | A2.A.7 | Factor polynomial expressions completely, using any combination of the following techniques: common factor extraction, difference of two perfect squares, quadratic trinomials | |
| | A2.A.25 | Solve quadratic equations, using the quadratic formula | |
| | A2.A.24 | Know and apply the technique of completing the square | |
| | A2.A.20 | Determine the sum and product of the roots of a quadratic equation by examining its coefficients | |
| | A2.A.21 | Determine the quadratic equation, given the sum and product of its roots | |
| | A2.A.4 | Solve quadratic inequalities in one and two variables, algebraically and graphically | |
| | A2.A.26 | Find the solution to polynomial equations of higher degree that can be solved using factoring and/or the quadratic formula | |
| | A2.A.50 | Approximate the solution to polynomial equations of higher degree by inspecting the graph | |
| | A2.A.3 | Solve systems of equations involving one linear equation and one quadratic equation algebraically Note: This includes rational equations that result in linear equations with extraneous roots. | |
Unit 3: Complex Numbers
Essential Questions:
1. What are imaginary and complex numbers?
2. How can you analyze a quadratic to determine the nature of the roots?
| Perform Ind | Content | Lessons |
|---|---|---|
| A2.A.2 | Use the discriminate to determine the nature of the roots of a quadratic equation | lesson 1 • determine nature of roots of quadratic using graphs and discriminant • determine missing coefficient based on nature of roots or a given root. lesson 2 • what is i • simplify radicals in terms of i • solve quadratics with imaginary roots lesson 3 • powers of i (cycle of 4) • basic operations (+, -, x) with complex numbers • conjugate • dividing complex numbers (rationalize denominator) lesson 4 • find quadratic equation given complex roots |
| A2.N.6 | Write square roots of negative numbers in terms of i | |
| A2.N.7 | Simplify powers of i | |
| A2.N.9 | Perform arithmetic operations on complex numbers and write the answer in the form a +bi Note: This includes simplifying expressions with complex denominators. | |
| A2.N.8 | Determine the conjugate of a complex number | |
Unit 4: Rational Expressions and Equations
Essential Questions:
1. What are rational expressions and equations and what are the different ways to solve rational equations?
2. What is inverse variation and what real-world situations can be modeled by inverse variation?
| A2.A.16 | Perform arithmetic operations with rational expressions and rename to lowest terms |
|---|---|
| A2.A.17 | Simplify complex fractional expressions |
| A2.A.23 | Solve rational equations and inequalities |
Unit 5: Exponents and Radicals
Essential Questions:
1. How do different numerical exponents affect a base?
2. How can expressions be re-written using exponents or radicals?
3. What situations lend themselves to being expressed by equations with exponents or radical equations?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| Nov. – Dec. (2 weeks) | A2.A.9 | Rewrite algebraic expressions that contain negative exponents using only positive exponents | lesson 1 • work with zero, negative, fractional exponents: use rule of exponents, re- write expressions with positive exponents, evaluate numerical expressions without a calculator, rewrite expressions with fractional exponents as radicals and vice versa lesson 2 • solve equations with integral exponents, fractional exponents and/or radicals lesson 3 • simplify radical expressions (nth root) • basic operations (+, -, x) with radicals (simplify nth roots with variables as radicands) • division of radicals (rationalize denominator with conjugates) |
| | A2.A.8 | Apply the rules of exponents to simplify expressions involving negative and/or fractional exponents | |
| | A2.N.1 | Evaluate numerical expressions with negative and/or fractional exponents, without the aid of a calculator (when the answers are rational numbers) | |
| | A2.A.10 | Rewrite algebraic expressions with fractional exponents as radical expressions | |
| | A2.A.11 | Rewrite algebraic expressions in radical form as expressions with fractional exponents | |
| | A2.A.22 | Solve radical equations | |
| | A2.N.5 | Rationalize a denominator containing a radical expression | |
| | A2.A.15 | Rationalize denominators involving algebraic radical expressions | |
| | A2.A.13 | Simplify radical expressions | |
| | A2.N.4 | Perform arithmetic operations on irrational expressions | |
| | A2.A.14 | Perform addition, subtraction, multiplication, and division of radical expressions | |
| | A2.N.2 | Perform arithmetic operations (addition, subtraction, multiplication, division) with expressions containing irrational numbers in radical form | |
Unit 6: Exponential Functions and Equations
Essential Questions:
1. What is an exponential expression, equation, or function?
2. What situations can be modeled by exponential functions?
3. What is e and how is it useful in modeling natural growth or decay?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| | A2.A.53 | Graph exponential functions of the form y =bx for positive values of b, including b = e | |
| | A2.A.27 | Solve exponential equations with and without common bases | |
Unit 7: Logarithms
Essential Questions:
1. What is a logarithm?
2. How can logarithms be used to solve exponential equations?
3. What real world situations can be modeled by logarithmic functions?
| Perform Ind | Content | Lessons |
|---|---|---|
| A2.A.18 | Evaluate logarithmic expressions in any base | lesson 1 • graph the inverse of an exponential function and discuss the resulting function and its equation • what is a log • log N =E, BE =N B • solve simple log equations by rewriting as an exponential equation • common logs, natural logs lesson 2/3 • explore and apply the properties of logs to rewrite expressions • evaluate expressions with base e lesson 4 • solve log equations using the properties of logs • solve exponential equations using logs |
| A2.A.54 | Graph logarithmic functions, using the inverse of the related exponential function | |
| A2.A.19 | Apply the properties of logarithms to rewrite logarithmic expressions in equivalent forms | |
| A2.A.27 | Solve exponential equations with and without common bases | |
| A2.A.28 | Solve a logarithmic equation by rewriting as an exponential equation | |
| A2.A.12 | Evaluate exponential expressions, including those with base e | |
Unit 8: Sequence and Series
Essential Questions:
1. What is the difference between a series and a sequence?
2. What is the difference between an arithmetic and geometric series/sequence?
3. How can we derive the formula for any series?
4. What real-world situations can be modeled by a sequence or series?
| Perform Ind | Content | Lessons |
|---|---|---|
| A2.N.10 | Know and apply sigma notation | |
| A2.A.34 | Represent the sum of a series, using sigma notation | |
| A2.A.29 | Identify an arithmetic or geometric sequence and find the formula for its nth term | |
| A2.A.30 | Determine the common difference in an arithmetic sequence | |
| A2.A.31 | Determine the common ratio in a geometric sequence | |
| A2.A.33 | Specify terms of a sequence, given its recursive definition | |
| A2.A.32 | Determine a specified term of an arithmetic or geometric sequence | |
Unit 9: Statistics
Essential Questions:
1. What are the different statistical tools that can be used to collect and analyze data?
2. What are some valid ways to use statistics and what are some non-valid ways to use statistics?
3. How is the normal distribution curve used as a predictor of outcomes?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| | A2.S.1 | Understand the differences among various kinds of studies (e.g., survey, observation, controlled experiment) | |
| | A2.S.2 | Determine factors which may affect the outcome of a survey | |
| | A2.S.6 | Determine from a scatter plot whether a linear, logarithmic, exponential, or power regression model is most appropriate | |
| | A2.S.8 | Interpret within the linear regression model the value of the correlation coefficient as a measure of the strength of the relationship | |
| | A2.S.7 | Determine the function for the regression model, using appropriate technology, and use the regression function to interpolate and extrapolate from the data | |
| | A2.S.3 | Calculate measures of central tendency with group frequency distributions | |
| | A2.S.4 | Calculate measures of dispersion (range, quartiles, interquartile range, standard deviation, variance) for both samples and populations | |
| | A2.S.5 | Know and apply the characteristics of the normal distribution | |
Unit 10: Probability
Essential Questions:
1. What is the difference between empirical probability and theoretical probability?
2. What is binomial probability and for what situations is the binomial probability formula useful?
3. How can the number of elements in a sample space be generated using permutations, combinations, and the Fundamental Principle of Counting?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| | A2.S.14 | Calculate empirical probabilities | |
| | A2.S.13 | Calculate theoretical probabilities, including geometric applications | |
| | A2.S.10 | Calculate the number of possible permutations ( P )of n items n r taken r at a time | |
| | A2.S.11 | Calculate the number of possible combinations ( C )of n items n r taken r at a time | |
| | A2.S.9 | Differentiate between situations requiring permutations and those requiring combinations | |
| | A2.S.12 | Use permutations, combinations, and the Fundamental Principle of Counting to determine the number of elements in a sample space and a specific subset (event) | |
| | A2.S.15 | Know and apply the binomial probability formula to events involving the terms exactly, at least, and at most | |
Unit 11: Trigonometry – Six Trig Functions
Essential Questions:
1. What are the historical and current uses of trigonometry?
2. How are angles and trig ratios represented in the x-y coordinate plane?
3. How can we use our knowledge of special triangles to find exact values of trig functions?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| | A2.A.66 | Determine the trigonometric functions of any angle, using technology | |
| | A2.A.60 | Sketch the unit circle and represent angles in standard position | |
| | A2.A.62 | Find the value of trigonometric functions, if given a point on the terminal side of angle θ | |
| | A2.A.57 | Sketch and use the reference angle for angles in standard position | |
| | A2.A.56 | Know the exact and approximate values of the sine, cosine, and tangent of 0º, 30º, 45º, 60º, 90º, 180º, and 270º angles | |
| | A2.A.55 | Express and apply the six trigonometric functions as ratios of the sides of a right triangle | |
| | A2.A.58 | Know and apply the co-function and reciprocal relationships between trigonometric ratios | |
Unit 12: Trigonometry Equations, Identities, and Radians
Essential Questions:
1. What are radians and why are they used in mathematics and science?
2. Which situations call for trigonometric equations and how are these equations solved?
3. How are the trigonometric identities useful?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| April (3 weeks) | A2.A.64 | Use inverse functions to find the measure of an angle, given its sine, cosine, or tangent | lesson 1 • revisit when and how to use inverse trig functions • define what a trig equation is and explore how to solve linear trig equations lesson 2 • solve quadratic trig equations, with the same trig function • introduce and prove Pythagorean identities • solve quadratic trig equations algebraically and graphically using Pythagorean identities and double angle identities lesson 3 • application problems with mixed trig equations • become familiar with trig identities: sum and difference of angles, half angles, double angles (from reference sheet) lesson 4 • introduce radians • convert between radians and degrees • explore the relationship between the length of an arc of a circle, its radius, and its central angle • application problems with S =θr lesson 5 • solve mixed trig equations and applications using radians |
| | A2.A.68 | Solve trigonometric equations for all values of the variable from 0º to 360º | |
| | A2.A.67 | Justify the Pythagorean identities | |
| | A2.M.1 | Define radian measure | |
| | A2.M.2 | Convert between radian and degree measures | |
| | A2.A.61 | Determine the length of an arc of a circle, given its radius and the measure of its central angle | |
| | A2.A.76 | Apply the angle sum and difference formulas for trigonometric functions | |
| | A2.A.77 | Apply the double-angle and half- angle formulas for trigonometric functions | |
Unit 13: Trigonometry Graphs
Essential Questions for this unit:
1. What is unique about sinusoidal and trigonometric curves?
2. How does changing the equation of a trig function affect the graph of the function?
3. What situations can be modeled using trigonometric graphs and functions?
| May (2 weeks) | A2.A.70 | Sketch and recognize one cycle of a function of the form y = Asin Bx or y = AcosBx | lesson 1 • explore sine and cosine curves and discover how changes in the equation affect the graph (amplitude, frequency, vertical shift, phase shift) • unwrap the unit circle to create a sine and cosine curve • find equation given graph, sketch graph given equation lesson 2 • explore tangent curve by unwrapping the unit circle • explore reciprocal trig graphs • find equation given graph, sketch graph given equation lesson 3 • application problems, solved graphically and algebraically lesson 4 • graphs of inverse trig functions • explore how to restrict domains to make an inverse relation a function | amplitude frequency phase shift period sinusoidal restricted domain |
|---|---|---|---|---|
| | A2.A.69 | Determine amplitude, period, frequency, and phase shift, given the graph or equation of a periodic function | | |
| | A2.A.72 | Write the trigonometric function that is represented by a given periodic graph | | |
| | A2.A.65 | Sketch the graph of the inverses of the sine, cosine, and tangent functions | | |
| | A2.A.63 | Restrict the domain of the sine, cosine, and tangent functions to ensure the existence of an inverse function | | |
| | A2.A.71 | Sketch and recognize the graphs of the functions y =sec(x), y =csc(x), y = tan(x), and y =cot(x) | | |
Unit 14: Trigonometry of Non-Right Triangles
Essential Questions:
1. How can you use trigonometry in non-right triangles?
2. What situations can be described by non-right triangles?
3. What is ambiguous about the "ambiguous case"?
| Time | Perform Ind | Content | Lessons |
|---|---|---|---|
| May – June (2 weeks) | A2.A.73 | Solve for an unknown side or angle, using the Law of Sines or the Law of Cosines | lesson 1 • discuss the applications of trig in non-right triangles • use law of sines to find missing sides and angles • use law of cosines to find missing sides and angles lesson 2 • applications of law of sines and law of cosines lesson 3 • explore and prove the area of a triangle formula • find area of triangles and parallelograms • applications lesson 4 • the ambiguous case |
| | A2.A.74 | Determine the area of a triangle or a parallelogram, given the measure of two sides and the included angle | |
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First Aid Policy
Written by Elaine Crabtree – Vice Principal January 2023
Next Review Date January 2024
Contents:
Page No.
1. Policy Statement 3
2. Emergency Procedures 3
3. Responsibility under the policy 4
4. First Aid Kits and other equipment 6
5. Information 6
6. Training 6
7. Reporting and Record Keeping 7
8. Hygiene procedures when dealing with a spillage of bodily fluid 7
9. Review and Monitoring of First Aid provision 7
Appendices
Appendix I: Anaphylaxis 8-10
Appendix II: Asthma 11-12
Appendix III: Diabetes 13-15
Appendix IV: Epilepsy 16-17
1. Policy Statement
1.1. The Health and Safety (First-Aid) Regulations 1981 place a duty on employers to provide adequate First Aid equipment, facilities and personnel to their employees. In its guidance, HSE strongly recommends that employers include non-employees in their assessment of First Aid needs and that they make provision for the needs of visitors to the school site.
1.2. In order to ensure that adequate First Aid provision is provided for staff, pupils, contractors and visitors to the School, it is LMI's policy that:
1.2.1. the School puts adequate First Aid cover in place
1.2.2. a qualified First Aider is available when pupils are present on-site;
1.2.3. sufficient numbers of trained First Aid personnel, together with appropriate equipment, are available to ensure that there is someone competent in basic First Aid techniques who can attend an incident during times when the School is occupied; and
1.2.4. appropriate First Aid arrangements are in place whenever staff and pupils are engaged in offsite activities and visits.
2. Emergency Procedures
2.1. Ambulance
2.1.1. If the first member of staff present at an incident judges that an ambulance should be called, he or she should do so immediately, by calling the emergency services on 112, without hesitation and without waiting for a First Aider to arrive at the scene. If necessary, a First Aider should be summoned (see 2.3 below).
2.1.2. Staff should always call an ambulance if there is:
* a serious injury or illness;
* serious breathing difficulty;
* any significant head injury;
* major bleeding;
* a period of unconsciousness (excluding a faint);
* a severe burn; or
* an obvious open fracture or dislocation.
2.1.3. Whenever possible, an adult should remain with the casualty until help arrives and other staff can be called upon to help with moving away any pupils present.
2.1.4. If an ambulance is called, the receptionist should be notified immediately in order to direct the ambulance crew to the casualty's location.
2.1.5. Parents/next of kin of the casualty should be notified and a responsible adult should go to hospital with the casualty.
2.2. Other Incidents
2.2.1. For all other illnesses and accidents, a pupil should either be sent immediately to Reception.
2.2.2. Any pupil who suffers an injury to the head must be sent to Reception immediately, accompanied by a responsible friend.
2.2.3. If the condition involves the pupil feeling dizzy or unstable then the First Aider should be sent for. Under no circumstances should the pupil walk alone as injury may occur on route. The pupil should be laid on the floor of the classroom with their legs raised as necessary.
2.3. Informing Parents/next-of-kin
2.3.1. If an ambulance is called, parents or next-of-kin will be notified as soon as possible.
2.3.2. If a pupil receives medical attention for an injury that the First Aider considers should receive further care or observation, the First Aider will, with the pupil's consent inform parents either by letter or telephone.
2.3.3. Following a head injury (except the most minor), parents are informed by telephone as necessary and a separate head injury advice letter is given by the First Aider to the pupil to take home.
3. Responsibility under the policy
3.1. The Principal is responsible, through the senior staff to whom he gives delegated authority, for:
3.1.1. putting the policy into practice and for ensuring that detailed procedures are in place;
3.1.2. ensuring that parents are aware of the school's Health and Safety Policy, including the arrangements for First Aid, by making both policies available on the school's website; and
3.1.3. overseeing the adequacy of First Aid cover including organisation of qualified staff training programmes and equipment.
3.2. The Vice Principal is responsible for:
3.2.1. reviewing the School's First Aid Policy in consultation with the First Aiders; and
3.2.2. reviewing the operation of the First Aid Policy to determine any changes that might be required to the School's First Aid provision.
3.3. The Vice Principal with responsibility for Staff Training is responsible for:
3.3.1. organising and carrying out First Aid training for staff
3.4. The First Aiders, in consultation with the Principal are responsible for:
3.4.1. assessing the First Aid needs throughout the school;
3.4.2. deciding on First Aid issues with the Principal and Vice Principal;
3.4.3. providing First Aid cover during normal school hours;
3.4.4. maintaining accurate records of first aid or any treatment given in the Medical Book
3.4.5. organising the ordering, provision and replenishment of First Aid equipment to ensure that First Aid boxes and kits are adequately stocked at all times;
3.4.6. checking the off-site PE First Aid kit at the beginning of each term (the PE department are then responsible for re-stocking the kit as needed, with supplies provided by the First Aiders (and kept in the PE office);
3.4.7 maintaining records of accidents and making reports
3.5 The SenCo/ School Psychologist is responsible for ensuring that the Special Needs Area details pupils with existing conditions that require prompt action such as severe allergies, asthma, epilepsy and diabetes and that it is kept up to date and posted on the Staff Room board, on Google Drive and the board at Reception.
3.6 Teachers of PE are responsible for:
3.6.1. ensuring that First Aid kits are taken on all home/away matches and also during practice sessions; and
3.6.2. restocking the off-site PE First Aid kits on an ongoing basis, in liaison with the First Aiders(who will stock the kits at the start of each term and provide supplies for restocking).
3.7. Visit Group Leaders and PE staff taking pupils off-site are responsible for:
3.7.1. ensuring that they have collected the list of pupils with medical and any other medication for pupils who require them and who have provided the First Aiders with such medication;
3.7.2. ensuring that pupils are also carrying their own medication; and
3.7.3. liaising with the First Aider to ensure that they have up-to-date awareness and knowledge of the medical needs of members of their visit groups, squads and/or practice groups.
3.8. Heads of Department are responsible for ensuring that:
3.8.1. staff in their departments are aware of the procedures set out in this policy and, where appropriate, the location of the nearest First Aid kits; and
3.8.2. risk assessments, especially for practical work, take account of First Aid Procedures, and any relevant instructions from the First Aiders; and
3.8.3. if specified in risk assessments, emergency action such as immediate flushing and cooling for burns is carried out without waiting for a qualified first aider to arrive on the scene.
3.9. All staff have a duty of care towards pupils and should respond accordingly when First Aid situations arise. All staff should:
3.9.1. familiarise themselves with the Special Medical Needs list on the Google Drive detailing pupils with medical needs who could require First Aid due to medical conditions such as severe asthma, epilepsy and diabetes;
3.9.2. familiarise themselves with the list of First Aiders available on Google Drive; and
3.9.3. understand that in general the consequences of taking no action are likely to be more serious than those of trying to assist in an emergency.
4. First Aid kits and other equipment
4.1. First Aid kits are located in the Reception. All staff and pupils have access to these First Aid kits and in case of emergency would be able to access appropriate First Aid equipment to support their treatment. In addition:
4.1.1. First Aid kits are available to PE staff during lessons and are taken to matches;
4.1.2. a First Aid kit should be taken to all off-site activities and visits. The First Aider will provide these kits and the Group Leader should liaise with her in advance. Group Leaders should advise the School Nurse of any activities which might require specific or extra First Aid items. First Aid kits are signed in and out in a book kept in the Medical Centre; and
4.2. The First Aider is responsible for checking and restocking First aid kits, but staff must inform the First Aider immediately when items have been used so that they can be replaced if necessary. Each First Aid kit contains a card listing the basic contents of the kit.
5. Information
5.1. It is essential that there is accurate, accessible information about how to obtain emergency aid. 5.2. All new staff receive information during their induction programme on how to obtain First Aid assistance. This includes:
* the names of the First Aiders
* how to contact the First Aiders in an emergency;
* the procedure for dealing with an emergency in the First Aiders absence;
* where to access the names of the First Aiders and appointed persons;
* the location of the First Aid kits;
* how and when to call an ambulance; and
* where to access a current copy of this policy.
6. Training
6.1. First Aid training is organised in house by the Vice Principal with responsibility for staff training.
6.2. A qualified First Aider is someone who holds a valid certificate of competence in First Aid. These qualifications must be renewed regularly. Regular annual update courses are provided for staff.
6.3. An Emergency First Aider is someone who has attended a minimum of 4 hours First Aid training and is competent to give emergency aid until further qualified help arrives.
6.4. Additional training for other medical conditions is provided when necessary. Staff can also find further information on these conditions in the attached Appendices as follows:
* Appendix I Anaphylaxis
* Appendix II Asthma
* Appendix III Diabetes
* Appendix IV Epilepsy
7. Reporting and Record Keeping
7.1. Every accident which occurs in school, whether to pupils, staff or visitors, must be reported using the Medical/Accident Book in the School Office.
7.2. If a pupil suffers an accident the accident report should be made by the person supervising the lesson/activity at the time of the accident, even if they were not aware of it at the time (in which case the pupil should pass on the details to the supervising member of staff). If the accident took place outside lesson time, the report should be made by the member of staff first on the scene.
7.3. All accident reports and associated records should be kept by the First Aider. For accident reports involving pupils a copy is kept by the SENCo on the pupil's confidential medical record and on the individual pupil file. For accident reports concerning staff a copy is placed on the member of staff's personnel file.
7.4. The Principal will decide whether an accident or incident requires a supplementary accident form to be completed or an investigation to discover the root causes so as to prevent a recurrence or for disciplinary or insurance purposes.
8. Hygiene procedures when dealing with a spillage of bodily fluid (e.g. blood, vomit, urine etc.)
8.1. All staff should take precautions to avoid infection and must follow basic hygiene procedures. Staff have access to single use disposable gloves and hand washing facilities and should take care when dealing with blood or other body fluids and when disposing of dressings or equipment.
8.2. The First Aider attending should take the following precautions to avoid the risk of infection:
8.2.1. cover any cuts and grazes on their own skin with a waterproof dressing; and
8.2.2. wear suitable disposable gloves when dealing with blood.
8.3. Each first aid kit contains gloves and a clinical waste bag for the disposal of any items used during the treatment of the First Aid incident. This should then be disposed of appropriately
9. Review and Monitoring of First Aid provision
9.1. First Aid arrangements, including the contents of this policy, are under annual review to ensure that the provision is adequate and effective. This review will be carried out by the First Aiders and the Principal.
9.2. An annual review of training provision will be carried out by the Vice Principal responsible for staff training
Appendix - I Severe allergic reaction - Anaphylaxis
An allergy is a hypersensitivity to a foreign substance that is normally harmless, but produces an immune response reaction in some people. An anaphylactic reaction is the extreme end of the allergy spectrum affecting the whole body and requires emergency treatment to preserve life, with an intramuscular injection of adrenaline (in school - via an Adrenaline Auto-Injector such as an Emerade/EpiPen/Jext. The reaction usually occurs within minutes of exposure to the "trigger" substance although in some cases the reaction may be delayed for a few hours (bi-phasic). Common trigger substances include peanuts, tree nuts, eggs, shellfish, kiwi, insect stings, latex and drugs such as penicillin. Avoidance of the allergen/trigger substance is paramount.
Signs and symptoms The early symptoms of an allergic reaction are:
* Itchy, urticarial rash (hives) anywhere on the body
* Runny nose and watery eyes
* Nausea and vomiting
* Abdominal cramping
* Tingling when an allergen has been touched Where possible remove the "trigger" – the sting, food etc. – get them to spit the food out but NEVER induce vomiting The pupil's medical condition must be monitored as it may rapidly deteriorate
Definition of Anaphylaxis:
Anaphylaxis involves one or both of two features
* Respiratory difficulty (swelling of the airway or asthma)
* Hypotension (fainting, collapse or unconsciousness)
Symptoms suggestive of Anaphylaxis are:
* Skin Changes: Pale or flushed, urticaria (hives)
* Severe swelling of lips or face
* Tongue becomes swollen
* Respiratory difficulty - audible wheeze, hoarseness, stridor
* Difficulty in swallowing or speaking
* Pupil may complain that their neck feels funny
* Feeling weak or faint due to a drop in blood pressure
* Feeling of impending doom (anxiety, agitation)
* Pale and clammy skin
* A rapid and weak pulse
9
* May become unconscious
Treatment - what to do Follow the pupil's individual Emergency Allergy Action Plan. Treatment depends on the severity of the reaction and may require the administration of an Emergency Adrenaline Auto Injector (Emerade/EpiPen/Jext) to be given without delay.
For mild symptoms An antihistamine and if prescribed, an inhaler should be taken by the pupil
For severe symptoms Each pupil with a known severe allergy, who has been prescribed an Adrenaline Auto Injector - Emerade/EpiPen/Jext should (parents advised) carry x2 with them at all times. Treatment for anaphylaxis is adrenaline administered via an Adrenaline Auto Injector into the upper outer thigh muscle and may be given through clothing (avoiding the seam line) noting the time. Adrenaline quickly reverses the effects of the allergic reaction, but it is short-acting. If there is no improvement or the symptoms return, then a second Adrenaline Auto Injector must be administered after 5 minutes. Follow the pupil's Individual Emergency Allergy Action Plan which includes details of any additional medication to be administered such as antihistamines, an inhaler or steroids (adjuncts). The pupil must always go to hospital by ambulance.
First episode - In the case of a pupil without a previous history of anaphylaxis or allergy reaction The First Aider should be contacted without delay if the episode occurs in school. If s/he is not available or the incident is off-site then an ambulance should be called (stating that the emergency is a suspected anaphylactic reaction) and First Aid measures carried out.
New pupils
* Parents must inform us of their daughter's allergy on the Information Form that they complete when their child joins LMI. If the condition develops later, the parents must notify us as soon as possible.
* The SENCo will discuss with parents the specific arrangements for their child.
* Parents will need to teach their child about the management of their own allergy including avoiding trigger substances and how and when to alert a member of staff.
* The parents should ensure that their child has been shown how to self-administer an Adrenaline Auto Injector by the prescribing doctor or specialist allergy nurse and that this is regularly reviewed.
* Pupils should carry x2 Adrenaline Auto Injectors and any other emergency medication required with them at all times.
* Parents must provide the school with a spare Adrenaline Auto Injector. Parents will also supply any antihistamine or other medication that may be required. The medication will be kept in a named emergency kit with photo-id and contact details.
* Parents are responsible for ensuring that all medication is in date and replaced as necessary.
* Parents must keep the school up-to-date with any changes in symptoms or medication and must provide an up-to-date individual Emergency Allergy Action Plan from the prescribing doctor.
* A named photograph of pupils with severe allergies is displayed on the Special Medical Needs poster in the Office store room and on Google Drive
* A pupil must carry their Adrenaline Auto Injectors with them at all times in school together with any other prescribed emergency medication and should wear a medical alert bracelet.
Training
* Training will be available to all staff in the recognition and treatment of anaphylaxis and allergic reactions, including the use of Adrenaline Auto Injectors and how to summon help in an emergency.
* An update on allergy/anaphylaxis will take place regularly – preferably annually as staff change.
* An update may also be required when protocols and guidelines are revised.
* Specific training can be given on individual pupils as and when the need arises.
* The training to be provided will cover: prevalence; recognition of signs & symptoms of allergic reactions, including anaphylaxis; differential diagnosis; treatment; roles and responsibilities; storage of medication; and administrative procedures.
School Visits
* Specific arrangements should be made for after-school or weekend activities and for school visits
* At least one member of staff trained in administering antihistamine and an Adrenaline Auto Injector must accompany the party.
* The degree of supervision required for the pupil should be discussed with parents and will depend on the pupil's age
* Following any anaphylactic episode all staff will meet to discuss what occurred, offer support to each other and look at how the emergency procedure worked and the procedure will be amended if necessary
Appendix II – Asthma
LMI College recognizes that Asthma is a common condition affecting children and young people and welcomes all pupils with Asthma to the school. Asthma is a serious but controllable chronic disease affecting 1.4 million children within the UK and is one of the most common causes of absence from school and the most frequent medical condition which requires medication to be taken during the school day. Asthma can vary in its severity and in presentation according to the individual and can occur at any time. When a person with asthma comes into contact with something that irritates their airways (an asthma trigger), the muscles around the walls of the airways tighten so that the airways become narrower and the lining of the airways becomes inflamed and starts to swell. Sometimes, sticky mucus or phlegm builds up, which can further narrow the airways. These reactions cause the airways to become narrower and irritated - making it difficult to breath and leading to symptoms of asthma. Asthma can be controlled by taking medication in the form of an inhaler. A reliever inhaler opens the airways and makes breathing easier. A preventer inhaler makes the airways less sensitive to irritants. Immediate access to a reliever inhaler is essential.
Types of inhaler
* Blue - Salbutamol (ventolin) - reliever inhaler – generally delivered via a volumatic spacer device (taken for the immediate relief of symptoms)
* Brown - Beclometasone – preventer inhaler (usually taken only in the morning and at bedtime Pupils with asthma learn from their past experience of asthma attacks; they usually know what to do, nevertheless good communication is essential.
Triggers
* Grass and hay
* Pollen
* Animal fur
* Viral infections
* Cold, damp weather
* Exercise
* Emotion
* Smoke, pollution and dust
Signs of poor control are:
* Night time symptoms leading to exhaustion during the day and poor concentration
* Frequent daytime symptoms
* Using their reliever inhaler on more than two occasion in a week
* Time off school because of respiratory symptoms
New pupils
* Parents must inform us of their child's asthma on the Information Form they complete when the child joins LMI . If the condition develops later, the parents must notify us as soon as possible.
* The SENCo will discuss with parents the specific arrangements for their child and parents will be asked to provide a copy of their child´s current Asthma Action Plan.
* A pupil with asthma should carry their inhaler with them at all times in school.
* Parents must provide The Visit Group Leader with a spare named inhaler for staff to take on residential visits. Parents are responsible for ensuring that inhalers are in date and replaced as necessary and have sufficient doses remaining. Should a parent wish to provide the School with a spare inhaler for in-school use, this will be kept in a named individual pouch in the Office cupboard.
* A named photograph of any pupils with asthma is displayed on the Medical List displayed in the Office storeroom and on Google Drive.
* Regular training will be available to all staff in the recognition of an asthma attack and how to summon help in an emergency. All staff should familiarize themselves with the procedure for dealing with an asthma attack.
* Pupils with asthma are encouraged to take a full part in PE at LMI and PE staff will remind pupils who have exercise induced asthma to use their reliever inhaler before the commencement of the lesson and during it if needed.
* Specific arrangements should be made for after-school or weekend activities and for school visits.
Common signs of an asthma attack
* Coughing
* Shortness of breath
* Wheezing
* Feeling tight in the chest
* Being unusually quiet
* Difficulty speaking in full sentences
It should be noted that in atypical asthma no wheezing will be audible.
After a minor asthma attack
* Minor attacks should not interrupt the involvement of a pupil with asthma in school. When the pupil feels better they can return to school activities.
* The parents/guardian must always be informed if their daughter has had an asthma attack.
Appendix III - Diabetes
LMI supports pupils attending the school with type 1 diabetes and recognize that they need understanding, encouragement and support to ensure a sense of independence. Most pupils with diabetes have a good knowledge of their condition and can manage it well but good communication between the pupil and medical team is essential.
New pupils
When the pupil joins the school, the parents will complete an Information Form informing us that their child is diabetic. The SENCo will then send an individual care plan for completion, unless the family already has an appropriate and up-to-date plan; in which case a copy will be requested. This will include details of the care to be given for hypoglycaemia (low blood glucose) and the emergency treatment that will be needed and instructions on when to call the emergency services. It is crucial to reinforce that parents are experts in the care of their child and should be involved from the outset. They are best positioned to indicate they are ready to share responsibilities with the school. Raising expectations of what is possible and keeping their daughter at the centre of everything is essential. Collaborative working between healthcare professionals, education staff and the pupil's family will support the school in their day to day management of diabetes including monitoring of the condition, food, physical activity and the pupil's wellbeing. A copy of the individual care plan will be kept on Google Drive. The pupil's name and photograph will be included on the Medical List; a copy of which is displayed in the Office storeroom.
Insulin
The pupil will know how to administer their insulin and will carry this with them during the normal school day. However, the school will support them and the SENCo will discuss with the parents all aspects of the pupil's insulin and its administration. The school will provide facilities for the safe disposal of needles. The need for regular eating times is recognized by the school and appropriate arrangements will be made. Diabetes management outside school will be the responsibility of the pupil's consultant/diabetes specialist nurse (DSN) and the parent/guardian must inform the SENCo of any change in the pupil's regime in writing, as soon as they occur.
Day visits The pupil will need to carry their insulin and blood glucose testing kit and snacks as usual and must plan for the possibility of a delayed return. All staff will be advised of the necessary precautions and the emergency procedures. The staff will collect the pupil's spare emergency kit and a copy of the individual care plan detailing the emergency procedures, for use in the event of a hypoglycaemic episode.
Residential and overnight visits. The parent will complete a detailed medical history form prior to departure which will include the details of insulin with current dosage and frequency. A risk assessment will be carried out and a meeting between the parents and SENCo will take place. The teacher organizing the visit will aim to ensure that there is refrigerated storage for the insulin. The pupil must be confident in the management of their diabetes with regard to dosage administration, monitoring control and the adjustment of
dosage when necessary. A copy of emergency procedures will be taken on the visit. In the event of loss or damage to the insulin, it will be the parents' responsibility to provide where possible extra medication. However, where this is not possible or a delay will occur the visit leader should contact the paediatric department or Accident and Emergency department at the nearest hospital, who will be able to offer assistance. If following a risk assessment it is felt by the parents and SENCo that the pupil is not able to manage their diabetes independently, then the requirement for a trained health professional to accompany the visit will be discussed.
PE
The school will ensure that PE staff are aware of the precautions necessary for a pupil with diabetes to take part in sporting activities and on the emergency procedures. PE staff will have a supply of fast acting glucose/snacks/juice boxes available for diabetic pupils when they are off site or at sporting events.
Background
Type 1 diabetes develops when the insulin-producing cells in the body are destroyed by the body's immune system; the body is unable to produce any insulin. It is a long-term medical condition. Insulin is the key that unlocks the door to the body's cells. Once the door is unlocked glucose can enter the cells where it is used as fuel. In Type 1 diabetes the body is unable to produce any insulin so there is no key to unlock the door and the glucose builds up in the blood. Nobody knows for sure why these insulin producing cells have been destroyed, but the most likely cause is the body having an abnormal reaction to the cells. This may be triggered by a virus or other infection. Type 1 diabetes can develop at any age but usually appears before the age of 40, and especially in childhood. Type 1 diabetes accounts for between 5 and 15 per cent of all people with diabetes and is treated by daily insulin injections, a healthy diet and regular physical activity. Insulin is taken either by injections, an insulin pen or via a pump.
The main symptoms of undiagnosed diabetes can include:
* passing urine more often than usual, especially at night
* increased thirst
* extreme tiredness
* unexplained weight loss
* genital itching or regular episodes of thrush
* slow healing of cuts and wounds
* blurred vision
If you are concerned that a pupil is showing these symptoms, please contact the First Aiders without delay.
Medication – Insulin
Insulin cannot be given orally as it will be digested. It is administered by either an Insulin pen, injection or by a pump. Insulin may be administered several times a day, so the pupil will carry their pen and blood glucose testing kit with them. Spare insulin will be kept in a labelled box in the fridge. It will be the responsibility of the pupil to be aware of her dosage of insulin. If there is a query during the school day either the parents will be contacted or the named diabetes specialist nurse if the parent is unavailable.
Insulin pump This continually delivers insulin into the subcutaneous tissue
* The device is worn attached to the pupil's waist. It helps maintain a more stable blood glucose level and as it is easy to vary the dose, gives pupils more freedom with diet and activity.
* Using the maximum bolus and maximum basal facility settings can give added reassurance that too much insulin will not be delivered in error.
* Each pupil who uses a pump must learn and be confident to carb count, to set/adjust the insulin dose delivery themselves according to their diet, activity and blood glucose levels.
* Staff and First Aiders will not be required to know how to carb count, calculate dosages or administer insulin via a pump.
Appendix IV – Epilepsy
LMI recognizes that epilepsy is a common condition affecting children and young people and welcomes all pupils with epilepsy to the school. The school supports pupils with epilepsy in all aspects of school life and encourages them to achieve their full potential. We believe that every child with epilepsy has the right to participate fully in the curriculum and life of the school, including all outdoor activities and residential visits; assuming health and safety considerations are met following a risk assessment. The school's aim is to meet all the educational needs of the pupil, through discussions with the pupil, parents, SENCo, First Aiders, Principal.
Background
Epilepsy is the most common serious neurological condition. It affects about 1 in 200 children under 16 years and is currently defined as a tendency to have recurrent seizures. A seizure is caused by a sudden burst of excess electrical activity in the brain, causing a temporary disruption in the normal message passing between brain cells. This disruption results in the brain's messages becoming halted or mixed up. It can be due to head trauma or secondary to drugs, toxins, stress, infections such as meningitis, or of no known cause.
The brain is responsible for all the functions of the body, so what is experience during a seizure will depend on where in the brain the epileptic activity begins and how widely and rapidly it spreads. For this reason, there are many different types of seizure and each person will experience epilepsy in a way that is unique to them. Seizures that affect the whole of the brain are known as generalized seizures and only part of the brain, are known as partial seizures. Generalized seizures usually result in a loss of consciousness, which may last seconds or several minutes. Partial seizures only partially affect consciousness.
The tonic phase
The person loses consciousness and, if standing, will fall to the floor. Their body goes stiff because all their muscles contract. The eyes roll back and they may cry out because the muscles contract, forcing air out of their lungs. The breathing pattern changes, so there is less oxygen than normal in the person's lungs; because of this, the blood circulating in their body is less oxygenated than usual; causing the skin, particularly around the mouth and under the finger nails to appear blue in colour. This is called cyanosis. The person may bite their tongue and the inside of their cheeks.
The clonic phase
After the tonic phase has passed, the clonic phase of the seizure begins. The person's limbs jerk because their muscles tighten and relax in turn. The person may occasionally lose control of their bladder and/or bowels. It is not possible to stop the seizure; no attempts should be made to control the person's movements, as this could cause injury to their limbs.
After a tonic-clonic seizure
After a short time, the person's muscles relax and their body goes limp. Slowly they will regain consciousness, but they may be groggy or confused. They will gradually return to normal but may not be able to remember anything for a while. It is usual to feel sleepy and have a headache and aching limbs. Recovery times can be different. Some people will quickly want to get back to what they were doing; other people will need a short sleep, whereas some will need plenty of rest and will need to go home.
Post-ictal state After a tonic-clonic seizure, some people may be very confused, tired or have memory loss. This is known as a post-ictal state.
Absence seizures (petit mal)
The person briefly loses consciousness (3-30 seconds); they may appear to be distracted or daydreaming and these seizures can occur up to 20 times a day; lasting only a few seconds. There may be a slight drop in muscle tone causing the person to drop something and there maybe frequent repetitive movements. In an undiagnosed child these are often mistaken for inattentiveness or daydreaming and their school work may deteriorate.
Complex partial seizures
During these seizures, lasting 1-2 minutes, the person will have impaired consciousness and may do repetitive actions such as lip smacking, scratching, chewing, picking at clothing or rubbing an object. They are unable articulate their feelings. This may also be interpreted as inattentive behaviour. It is important not to restrain the person, as this may frighten them, but it is essential to keep them safe, by guiding them away from stairs or busy roads. When the seizure ends they may be confused and will require reassurance and monitoring until fully alert.
Triggers
Any of these may cause a seizure to occur:
* Excitement
* Tiredness
* Emotional stress
* Illness
* Fever
* Flickering lights
New pupils
When the pupil joins the school, the parents will complete an Information Form and inform us that their daughter suffers from epilepsy. The SENCo will request a copy of the existing individual care plan; where none exists the parents will be sent an individual care plan for completion. This will include details of any known triggers, the care to be given in the event of a prolonged seizure and the emergency treatment that will be needed. Where emergency medication has been prescribed by a consultant neurologist, then the consultant must provide a complete and signed individual care plan for emergency medication to be
administered in school. We keep a record of all the medical details of pupil's with epilepsy and keep parents updated with any issues which may affect the pupil. Advice about this condition is available to all staff. The pupil's name and photograph is included on The Medical List; a copy of which is available in the Office storeroom and on Google Drive. The staff will be informed of any special requirements, such as the most suitable position for the pupil to sit within the classroom. The epilepsy procedure applies equally within the school and for any activities off the school premises that are organized by the school. A risk assessment will be carried out for educational visits involving the pupil. If the pupil, parent, or member of staff or the medical team have any concerns these will be addressed at a meeting prior to any off-site activity involving the pupil taking place. | <urn:uuid:5250453b-25cc-48fe-8790-fcfb9c6453d3> | CC-MAIN-2024-10 | https://lmicollege.es/wp-content/uploads/2023/02/First-Aid-Policy.pdf | 2024-02-24T13:36:32+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00294.warc.gz | 369,848,082 | 7,553 | eng_Latn | eng_Latn | 0.946897 | eng_Latn | 0.998488 | [
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Year 5- What kinds of change did the Industrial Revolution bring about?
Vocabulary:
famine, freedom, nation, slave, society, rights, laws, trade, trade route, peasant, settlement, revolution, industry, manufacturing, agriculture, mass production, workhouse, factory, amendment
Smooth shading: Form, Blending, Outline, Edge Depth of field, Balance, Stippling and Hatching: Hatching, Cross hatching, Complex hatching, horizon, landscape
Expert Outcome:
How did the industrial revolution impact Britain?
Positives: Machines, mass production, town living, cheaper goods, people became richer, better education, lived longer, healthier. Led to an increase in population that meant there weren't jobs for everyone Negatives: Workhouse- poor conditions, poor health, poor education, discrimination, separated from families A local landscape inspired by Lowry.
Resources and actions:
https://kids.kiddle.co/Industrial _Revolution https://www.bbc.co.uk/news/u k-50883161
Artist Study: Lowry Ask businesses who work with school for images of their companies? Choice of 2 sizes of paper to work on. Images of local industrial landscape, pencil, resources on server.
Previous Learning: In KS1, children built an understanding of how steam power affected the design, development and use of ships. Y5 Geography learning around climate change has enabled children to understand how we burn fossil fuels to create steam, to power turbines, to generate electricity.
Preparing for: Deeper study into other developments that took place under the reign of Queen Victoria later in Year 5. Year 6 learning about how local industry is combatting climate change by moving away from the burning of fossil fuels and towards renewable energy.
Bespoke to us: The school has strong links with the local industry of the Humber bank as part of our vision to prepare children for the World of Work. It is important for children to understand the developments that brought these industries to where they are today.
Intended outcome:
* Develop an ongoing artistic vocabulary that links things in the environment to drawn pattern and texture
* How would you describe the pattern you can see on the roof over there? – It's made up of rectangles that fit together in rows
* What does that pattern remind you of?
* What texture is this stone – hard, rough, bumpy – how could we make that texture with our pencils
* Know that using dots and varying sizes of dots together is called stippling
* By looking at work of other artists recognize how this technique can be used in art
* Be able to talk about the tonal values and how to vary it using stippling - the bigger the space between the dots the lighter the tone and the closer dots placed together the darker the tone.
* Understand that changing the size of the dots changes the impact of the image and isn't as effective as changing the space between the dots.
* Be able to vary size and pressure to create desired effects
* Can vary pressure of shading to give form and to show depth of field.
* Can very pressure to fill in 8-10 boxes or more
* Can blend pressure to give smooth continuum to go from dark to light in one direction and in varied direction e.g. sphere.
* Can manipulate tone to give form and space to a composition.
* Begins to understand balance in a piece of work- reflect on eye being drawn to darker/ lighter areas and is there balance within a picture.
* Can use smooth shading in negative space to enhance form.
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Subject: Statistics
Year: 11 GCSE
Topic(s) to be covered:
Unit 7 – Index Number
Topic 7.1 – Calculating and interpreting simple index numbers
Topic 7.2 – Calculating weighted and chain-base index numbers
Topic 7.3 – Calculate with crude birth and death rates
Topic 7.4 – Calculate with standard population and interpret this in context
Unit 8 – Probability Distributions
Topic 8.1 – Calculate with the binomial distribution
Topic 8.2 – Calculating with the normal distribution
Topic 8.3 – Quality Assurance graphs
Assessment Procedures:
Following each topic area, students will sit a topic assessment which will be graded from 1-9 based on GCSE levels and used to inform us of your child's progress. A closing the gap topic consolidation sheet will be in your child's book on green paper, this will show you child the areas to develop, and areas of strength to help them improve and target their revision. They will complete a Wow, How Now to get them to close the gap on missing knowledge.
Mock assessments in both Yr10/Yr11 will be carried out and assessed in order to identify personalised targets/area for improvement.
Homework guidance:
Homework will be set once a week. The purpose of the homework will either be to consolidate work done during the lesson or to find out something new to discuss at the following lesson. Homework will be a past paper, or the corrections of a past paper and a copy of the sheet will be uploaded onto Synergy.
How can you help?
1. Any extra Mathematics or Statistics you can encourage your child to do will help with their success in the subject. Students are always encouraged to seek extra help from their teachers to help them make good progress Statistics.
2. Ensure your child completes homework in time and shows all working out on their homework sheet or in their book.
3. Purchasing a Statistics 9-1 revision guide to use at home to assist them in their learning and consolidation of a topic.
4. Encourage your child to look for statistics in the news or in other areas of life. Getting them to think and question the reliability of the statistics in the news will help them become more confident and able in, analysing patterns and trends in data, and the reliability and validity of claims based on statistics.
Equipment needed:
- Pencil, ruler, calculator, rubber, pen, protractor, compass.
Textbooks:
Our scheme of work follows the Pearson Edexcel 9-1 Statistics GCSE Student book.
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China Primer: South China Sea Disputes
Overview
some of them. Vietnam occupies the most land features in the island chain; Taiwan occupies the largest. In the eastern part of the sea, China, Taiwan, and the Philippines claim Scarborough Shoal; China has controlled it since 2012. China's "nine-dash line" and Taiwan's similar "eleven-dash line" overlap with the theoretical 200-nautical-mile (nm) EEZs that five Southeast Asian countries—Brunei, Indonesia, Malaysia, the Philippines, and Vietnam—could claim from their mainland coasts under the 1994 United Nations Convention on the Law of the Sea (UNCLOS).
Source: CRS graphic.
Dispute over Freedom of the Seas
Multiple Asian governments assert sovereignty over rocks, reefs, and other geographic features in the heavily trafficked South China Sea (SCS), with the People's Republic of China (PRC or China) arguably making the most assertive claims. The United States makes no territorial claim in the SCS and takes no position on sovereignty over any of the geographic features in the SCS, but U.S. officials have urged that disputes be settled without coercion and on the basis of international law. Separate from the sovereignty disputes, the governments of the United States, China, and other countries disagree over what rights international law grants foreign militaries to fly, sail, and operate in a country's territorial sea or Exclusive Economic Zone (EEZ). The last several Congresses have examined China's efforts to use coercion and intimidation to increase its influence in the SCS and have passed legislation aimed at improving the ability of the United States and its partners to protect their interests, including freedom of navigation and overflight.
The SCS is one of the world's most heavily trafficked waterways. An estimated $3.4 trillion in ship-borne commerce transits the sea each year, including energy supplies to U.S. treaty allies Japan and South Korea. According to the U.S. Energy Information Administration, the SCS contains about 11 billion barrels of oil rated as "proved" or "probable" reserves—a level similar to the amount of proved oil reserves in Mexico—and 190 trillion cubic feet of natural gas. The SCS also contains significant fish stocks, coral, and other undersea resources.
Ongoing Disputes
Disputes over Sovereignty
PRC officials assert "indisputable sovereignty over these islands [of the SCS] and their adjacent waters" without defining "adjacent waters." The PRC government depicts its claims with a "nine-dash line" (see Figure 1) that encompasses approximately 62% of the SCS, according to the U.S. Department of State. (The estimate is based on the International Hydrographic Organization's definition of the SCS's geographic limits—a definition cited by the State Department that includes waters well to the south and west of the nine-dash line, extending toward the southern part of the Malay Peninsula.) The PRC has never explained definitively what the dashed line signifies.
A dispute over how to interpret UNCLOS underlies U.S.China tensions over U.S. military operations in and over the SCS and other waters off China's coast. The United States and most other countries interpret UNCLOS as giving coastal states the right to regulate economic activities within their EEZs, but not the right to regulate navigation and overflight through the EEZ, including by military ships and aircraft. China, Vietnam, and some other countries hold the minority view that UNCLOS allows them to regulate both economic activity and foreign militaries' navigation and overflight through their EEZs.
In the northern part of the SCS, China, Taiwan, and Vietnam contest sovereignty of the Paracel Islands; China has occupied them since 1974. The PRC and Taiwan also claim Pratas Island, which Taiwan controls. In the southern part of the sea, China, Taiwan, and Vietnam each claim all of the approximately 200 Spratly Islands, while Brunei, Malaysia, and the Philippines, a U.S. treaty ally, claim
The U.S. Navy routinely operates in the SCS and the Taiwan Strait, including transits of the Taiwan Strait and Freedom of Navigation Operations (FONOPs) near the Spratly and Paracel islands to challenge maritime claims that the United States considers to be excessive. U.S. Air Force and Navy aircraft fly surveillance and reconnaissance missions in international airspace above the waters of the SCS, including airspace that is close to (but outside of) China's airspace. China regularly conducts military https://crsreports.congress.gov
Updated August 21, 2023
activities in the SCS, and objects strenuously to U.S. military activities there. PRC officials often say that U.S. military operations in the SCS undermine regional stability.
China and the other SCS claimants (except Taiwan, which is not a member of the U.N.) are parties to UNCLOS. The United States is not a party, but has long had a policy of abiding by UNCLOS provisions relating to territorial waters, the EEZ, and navigational rights. UNCLOS allows state parties to claim 12-nm territorial seas and 200-nm EEZs around their coastlines and "naturally formed" land features that can "sustain human habitation." Naturally formed land features that remain above water at high tide, but which are not habitable, are entitled to 12-nm territorial seas, but they are not entitled to 200-nm EEZs.
Flashpoints
Dangerous Encounters at Sea
The U.S. and other governments have accused PRC military and non-military ships and aircraft of conducting unsafe maneuvers in and over the SCS that put other regional actors at risk. The U.S. Department of Defense (DOD) reported a "sharp increase in unsafe and unprofessional behavior" by PRC military ships and aircraft in 2021-2022. U.S. officials argue that some of these behaviors were "inconsistent with" bilateral and multilateral agreements regarding air and maritime safety to which China is party.
Tensions between China and Other Claimants
For several decades, tensions in the South China Sea have periodically flared between China and other claimants (the PRC and Vietnamese navies engaged in armed combat over some of the islands in the 1970s and 1980s, for example).
In the past decade, tensions have been greatest between China and the Philippines. In 2013—the year after China gained de facto control of Scarborough Shoal following a confrontation between Chinese and Philippine ships—the Philippines sought arbitration under UNCLOS over PRC actions in the SCS. In 2016, an UNCLOS arbitral tribunal ruled (among other things) that China's nine-dash line claim had "no legal basis" and that China violated the Philippines' sovereign rights by interfering with Philippine vessels, damaging the maritime environment, and engaging in reclamation work on a feature in the Philippines' EEZ. The United States has urged China and the Philippines to abide by the ruling, which under UNCLOS is binding on both parties. China declared the ruling "null and void."
Renewed tensions could implicate the United States. In 2023, new Bilateral Defense Guidelines strengthened U.S. security commitments under the U.S.-Philippines Mutual Defense Treaty, stating that armed third-party attacks against Philippine armed forces, including coast guard, aircraft, or public vessels "anywhere" in the SCS would invoke U.S. mutual security commitments under the treaty.
China's Artificial Islands
Between 2013 and 2015, China undertook extensive land reclamation (i.e., island-building operations) in the SCS' Spratly Island chain. According to DOD, the reclamation created around five square miles of artificial landmasses on the seven disputed sites that China controls. China built military infrastructure on and deployed advanced anti-ship and anti-aircraft missile systems and other military equipment to the outposts. Although other claimants have carried out reclamation and construction work at SCS sites that they occupy, the scale of China's reclamation work and militarization has greatly exceeded that of other claimants. A 2022 DOD report on China's military stated that these outposts "allow China to maintain a more flexible and persistent military and paramilitary presence in the area," which "improves China's ability to detect and challenge activities by rival claimants or third parties and widens the range of response options available to Beijing."
Regional Cooperation
China and the 10-member Association of Southeast Asian Nations (ASEAN) have been negotiating a code of conduct for parties in the SCS since 2002. Some observers say that a binding code is unlikely, and allege that China has prolonged the negotiations to buy time to carry out actions aimed at further strengthening its position in the SCS.
The U.S. government seeks to enhance allies' and partners' maritime domain awareness in the South China Sea. In 2022, the Quadrilateral Security Dialogue—a grouping of the United States, Japan, Australia, and India known as the "Quad"—announced an effort to improve maritime domain awareness throughout the Indo-Pacific, including the SCS. The U.S. Navy conducts patrols and exercises in the SCS with regional partners, including Australia, Canada, India, Japan, and the Philippines.
Select Legislation
In August 2023, China Coast Guard and maritime militia vessels fired a water cannon and took other actions to obstruct a Philippine Coast Guard escort mission to resupply a marine detachment stationed at a grounded Philippine Navy vessel at Second Thomas Shoal, a Philippine outpost in the Spratly Islands. PRC military and coast guard vessels have conducted similar activities during resupply missions on several occasions since 2014. In February 2023, a PRC coast guard vessel targeted a Philippine coast guard vessel with a military-grade laser, reportedly temporarily blinding some crew members.
Under a security assistance program currently known as the Indo-Pacific Maritime Security Initiative, authorized by Congress in the National Defense Authorization Act (NDAA) for Fiscal Year (FY) 2016 (P.L. 114-92) and modified in subsequent NDAAs, the United States has sought to improve the ability of regional countries to enhance maritime domain awareness and patrol their EEZs. The NDAA for FY2021 (P.L. 116-283) established a Pacific Deterrence Initiative (PDI) to strengthen U.S. defense posture in the Indo-Pacific region, addressing issues such as those in the SCS. Congress extended and expanded the PDI in subsequent NDAAs. The House- and Senate-passed bill for an FY2024 NDAA (H.R. 2670) would further extend and expand the PDI.
Ben Dolven, Specialist in Asian Affairs
Caitlin Campbell, Analyst in Asian Affairs
Ronald O'Rourke, Specialist in Naval Affairs
https://crsreports.congress.gov
IF10607
Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan shared staff to congressional committees and Members of Congress. It operates solely at the behest of and under the direction of Congress. Information in a CRS Report should not be relied upon for purposes other than public understanding of information that has been provided by CRS to Members of Congress in connection with CRS's institutional role. CRS Reports, as a work of the United States Government, are not subject to copyright protection in the United States. Any CRS Report may be reproduced and distributed in its entirety without permission from CRS. However, as a CRS Report may include copyrighted images or material from a third party, you may need to obtain the permission of the copyright holder if you wish to copy or otherwise use copyrighted material.
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Exhibit Alignment with SC Science Standards – 7 th Grade
Scientific Inquiry
Standard 7-1: The student will demonstrate an understanding of technological design and scientific inquiry, including process skills, mathematical thinking, controlled investigative design and analysis, and problem solving
7 – 1.1 – Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation
o WonderWorks Applicable Exhibits: Pulley Power, Coin Orbiter, MindBall, Space Update
7 – 1.2 – Generate questions that can be answered through a scientific investigation
o WonderWorks Applicable Exhibits: MindBall, Are you a risk taker?, What are the odds?, One In a Million, Anti-Gravity Chamber, Space Weight, Coin Orbiter, Earth Tic-Tac-Toe
7 – 1.3 – Explain the reasons for testing one independent variable at a time in a controlled scientific investigation
o WonderWorks Applicable Exhibits: MindBall, Are you a risk taker?, What are the odds?, One In a Million, Anti-Gravity Chamber, Space Weight, Coin Orbiter, Earth Tic-Tac-Toe
7 – 1.4 – Explain the importance that repeated trials and a well-chosen sample size have with regard to the validity of a controlled scientific investigation
o WonderWorks Applicable Exhibits: Are you a risk taker?, What are the odds?, One In a Million, Safe Crackers
7 – 1.5 – Explain the relationships between independent and dependent variables in a controlled scientific investigation through the use of appropriate graphs, tables, and charts
o WonderWorks Applicable Exhibits: MindBall, Are you a risk taker?, What are the odds?, One In a Million, Safe Crackers
www.wonderworksonline.com
Exhibit Alignment with SC Science Standards – 7 th Grade
7 – 1.6 – Critique a conclusion drawn from a scientific investigation
o WonderWorks Applicable Exhibits: Are you a risk taker?, What are the odds?, One In a Million, Safe Crackers, MindBall
7 – 1.7 – Use appropriate safety procedures when conducting investigations
o WonderWorks Applicable Exhibits: Hurricane Wind Shack, Tesla Coil, Virtual Sports, Xtreme 360, Bed of Nails, Ropes Challenge Course
Ecology: The Biotic and Abiotic Environment
Standard 7-4: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environment (Earth Science, Life Science)
7 – 4.1 – Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes)
o WonderWorks Applicable Exhibits: Earth Tic-Tac-Toe
7 – 4.3 – Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter)
o WonderWorks Applicable Exhibits: Natural Disasters, Earth Tic-Tac-Toe
7 – 4.5 – Summarize how the location and movement of water on Earth's surface through groundwater zones and surface-water drainage basins, called watersheds, are important to ecosystems and to human activities
o WonderWorks Applicable Exhibits: Earth Tic-Tac-Toe, Natural Disasters
Exhibit Alignment with SC Science Standards – 7 th Grade
7 – 4.6 – Classify resources as renewable or nonrenewable and explain the implications of their depletion and the importance of conservation
o WonderWorks Applicable Exhibits: Earth Tic-Tac-Toe
The Chemical Nature of Matter
Standard 7-5: The student will demonstrate an understanding of the classifications and properties of matter and the changes that matter undergoes (Physical Science)
7 – 5.2 – Classify matter as element, compound, or mixture on the basis of its composition
o WonderWorks Applicable Exhibits: Bubble Lab
7 – 5.9 – Compare physical properties of matter (including melting or boiling point, density, and color) to the chemical property of reactivity with a certain substance (including the ability to burn or rust)
o WonderWorks Applicable Exhibits: Bubble Lab
7 – 5.10 – Compare physical changes (including changes in size, shape, and state) to chemical changes that are the result of chemical reactions (including changes in color or temperature and formation of a precipitate or gas)
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Oral Thrush
Oral thrush is usually harmless. It's common in babies and older people with dentures. It can be easily treated without the need to visit a GP. Speak to your pharmacist if you develop symptoms of oral thrush as some treatments are available without a prescription.
Symptoms in Adults
Symptoms in Babies
- Mouth is red inside and you have white patches
- cracks at the corners of the mouth
- not tasting things properly
- an unpleasant taste in the mouth
- pain inside the mouth, for example a sore tongue or sore gums
- difficulty eating and drinking
- A white coating on the tongue like cottage cheese – this can't be rubbed off easily
- they don't want to feed
- nappy rash
N.B. If you baby is less than 4 months old seek advice from your GP
Oral thrush in adults isn't contagious; however babies can pass oral thrush on through breastfeeding. This can cause nipple thrush in mothers.
How can I avoid triggers/ suggested lifestyle changes
Thrush is an infection caused by a fungus called Candida. Some things can make the fungus grow more than usual. You might get thrush if you are:
- taking antibiotics over a long time
- using asthma inhalers (steroids)
- diabetic
- getting cancer treatment like chemotherapy
Below are some tips on how to help prevent oral thrush
Do
- take care of your teeth: brush twice a day, clean your dentures, go for regular check-ups even if you have dentures
- brush your gums and tongue with a soft toothbrush (if you don't have any teeth)
- sterilise dummies and bottles regularly
- rinse your mouth after eating or taking medicine
- go to regular check-ups if you have a long-term condition like diabetes
How do I treat?
There is usually no need to visit your GP to treat oral thrush. Treatments can be bought from Pharmacies allowing you to treat at home with having to visit the doctor. Your Pharmacist will provide you advice on the dose and how to use the treatment.
- Locally applied treatment – the treatment is usually the use of an antifungal oral gel every day for
at least 7 days.
o Always follow the instructions that come with the medicine
o Ideally, you should not eat or drink for about 30 minutes after using the gel. This helps to prevent the medicine from being washed out of your mouth too soon.
Don't
- wear your dentures at night
- keep wearing dentures if they don't fit properly – see your dentist
- smoke
- Speak to your pharmacist - for advice if you're not sure which type of medicine is best for you/ your baby.
When should I seek advice?
If left untreated, the symptoms will often persist and your mouth will continue to feel uncomfortable. If your symptoms continue - see your GP.
- In severe cases that are left untreated, there is also a risk of the infection spreading further into your body. This can be serious.
- If you suffer from oral thrush frequently the GP may recommend blood tests. The tests will look for certain conditions linked to oral thrush, such as diabetes and nutritional deficiencies.
More information is available at the following websites
- NHS Choices - www.nhs.uk
- Stay Well Derbyshire – www.nhsstaywellderbyshire.co.uk
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Social Efficiency
* Defined In Education: Social efficiency is the position in education that calls for the direct teaching of knowledge, attitudes, and skills intended to shape the individual to predetermined social characteristics.
- Social efficiency presumes to improve society by making its members more vocationally useful and socially responsible.
- "[Social efficiency] rejects the notion of pursuing a study simply for the pleasure of learning."
* "In the Social Efficiency ideology, the child is not the main focus. The focus is to develop skills necessary for society's needs. The child is viewed as a potential adult member of the society. The Social Efficiency ideology places less emphasis on the individual needs of the child. It places more emphasis on the capability of the child to fill social needs of the society."
* David Samuel Snedden: one of America's pioneer educational sociologists concerned with education for social efficiency
- Proposed a reorganization of studies; more "practical" subjects
- "Snedden went a step further than many in the social efficiency tradition by proposing that a concerted effort be made to determine the probable destination of each individual in society and to prescribe a curriculum especially suited to promote his ultimate efficiency." (PLATO/BOBBITT)
- "Sneddenism," as a scheme of education, was based upon "differentiation" of program according to the probable destination of the pupil and "flexibility" of course offering to meet differentiated needs. Individualization of the program meant placing the student into a "case group" of like destination. Membership in a given case group depended upon three variables: (1) environmental background, (2) ability, and (3) economic opportunity. He argued that only those students with optimum amounts of all three variables should be given education for those callings requiring a long and expensive period of schooling.
- Less concerned with general education and more concerned with vocational training.
How Could This Be Applied To Music Education?
That's kind of a tough question. I'm not advocating for this approach, but for social efficiency in music education a common track for a child might mean discerning at an early age a measure of the child's musical talent, most likely followed by homeschooling: instruction would be on a particular instrument or in a specific style or genre of music, potentially of a certain religious belief, to eventually become a contributing member of religious worship or a community ensemble. Of course, my tendency is to believe that a formalized educational system of social efficiency would not place value on arts/music education at all, thereby shuffling all students into vocational training after attaining some level of general education.
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Equality Diversity Policy
Christ the King RC Primary School
Background
This policy is written in light of the 2010 Equality Act. However, as Christ the King RC Primary School is a Voluntary Aided school with a registered, religious character there are some general exceptions to the Act which are followed by our school. These are identified in Appendix 2.
Aims and Values
Christ the King RC Primary School is a welcoming school where everyone is valued highly and where tolerance, honesty, co-operation and mutual respect for others are fostered. We are committed to the development of the whole person within a supportive, secure and creative environment. A broad, balanced and appropriate curriculum provides equal opportunity for all pupils to maximise their potential regardless of age, sex, race, colour, religion or disability. We endeavour to promote positive relationships with parents, governors and members of the wider community.
At Christ the King RC Primary School we aim to promote equality and tackle any form of discrimination and actively promote harmonious relations in all areas of school life. We seek to remove any barriers to access, participation, progression, attainment and achievement. We take seriously our contribution towards community cohesion.
We aim to:
- provide a secure environment in which all our children can flourish and achieve;
- provide a learning environment where all individuals see themselves reflected and feel a sense of belonging;
- prepare children for life in a diverse society in which children are able to see their place in the local, regional, national and international community;
- include and value the contribution of all families to our understanding of equality and diversity;
- provide positive non-stereotyping information about different groups of people regardless of gender, ethnicity, disability, sexual orientation, religion and age;
- plan systematically to improve our understanding and promotion of diversity;
- make inclusion a thread which runs through all our activities.
- actively challenge discrimination and disadvantage;
To achieve these aims we will:
- involve stakeholders in the development, review, evaluation, and impact assessment of all relevant improvement plans, policies and procedures;
- publish and share our policies and impact assessments with the whole community;
- collect and analyse data to ensure all groups are progressing well and no group is subject to disadvantage;
- use all available information to set suitable learning challenges for all, respond to pupils' diverse needs and overcome any potential barriers to learning;
- ensure that the wider school curriculum makes explicit and implicit provision to promote and celebrate diversity;
- have high expectations of behaviour which demonstrates respect to others.
Leadership, Management and Governance
Christ the King RC Primary School is committed to:
- being proactive in promoting good relationships and equality of opportunity across all aspects of school life and the wider community;
- encouraging, supporting and enabling all pupils and staff to reach their potential and make a positive contribution;
- working in partnership with families, the local authority (LA) and the wider community to establish, promote and disseminate inclusive practice and tackle discrimination ensuring that our Equality and Diversity Policy is followed.
Responsibilities
Governing Body
The Governing Body will:
- ensure that the school complies with equality legislation;
- ensure that the school's policy and its procedures and strategies are carried out and monitored with appropriate impact assessments informing future plans;
- meet requirements to publish equality schemes;
- scrutinize the recording and reporting procedures at least annually;
- follow the LA's admissions policy, which is fair and equitable in its treatment of all groups;
- monitor attendance and take appropriate action where necessary;
- have equal opportunities in staff recruitment and professional development and membership of the Governing Body;
- provide information in appropriate, accessible formats;
- be pro-active in recruiting high-quality applicants from under-represented groups.
- be involved in dealing with serious breaches of the policy;
Headteacher
The Headteacher will:
- implement the policy and its strategies and procedures;
- ensure that all staff receive appropriate and relevant continuous professional development;
- actively challenge and take appropriate action in any cases of discriminatory practice;
- ensure that all visitors and contractors are aware of, and comply with, the school's equality and diversity policy;
- deal with any reported incidents of harassment or bullying in line with LA guidance;
- produce a report on progress for governors annually.
Staff
Staff will:
- be vigilant in all areas of the school for any type of harassment and bullying;
- deal effectively with all incidents from overt name-calling to the more subtle forms of victimisation caused by perceived differences;
- identify and challenge bias and stereotyping within the curriculum and in the school's culture;
- promote equality and good relations and not discriminate on grounds of race, gender, religion, age and sexual orientation;
- promote an inclusive curriculum and whole school ethos which reflects our diverse society;
- keep up to date with equality legislation, development and issues by attending relevant training and accessing information from appropriate sources.
Breaches of the Policy
All breaches of the policy will be rigorously followed up using the appropriate procedures and reported to the Governing Body and LA as required.
Monitoring and Quality Assurance
- Each pupil's progress is monitored and tracked. The resulting data is analysed in respect of gender, race, ability or additional needs, looked-after status. The performance of all children will be monitored through the analysis of school, local and national data, staff Records of Concern, reporting of racism, teacher's performance, SATs data, QCA assessment.
- In addition to monitoring, to rule out any potential disadvantage, quality assurance procedures ensure the school meets its duty to positively promote diversity. (Eg. lesson observations record evidence of differentiation and texts are reviewed to ensure appropriateness and inclusivity.)
- The data collected is used to inform further school planning, target-setting and decision-making.
- Racist incidents will be recorded and reported in line with the LA procedures.
Ongoing Strategies
- Clear statements on the unacceptability of: name calling, bullying, harassment, abuse.
- Activities of a non stereotypical nature (home corner/role play, apparatus).
- Opportunities for individuals to discuss about how they are feeling.
- Time and space for talk (Circle Time, Learning Mentor).
- Encourage the sharing of experiences (cultural and others).
- Role play experiences to include addressing age, disability, race and gender.
- Review/update resources so that the message given should represent the children.
- Provide a differentiated curriculum – by developing classroom approaches which allow individual differences but which do not make distinctions which have negative effects on children learning and developing.
- Provide an equal entitlement curriculum which aims to offer the same coherent and balanced curriculum and learning experiences to all learners.
- Awareness of peer pressure.
- A positive position taken by all school personnel on bilingualism and culture by the use of more community languages or display in school, visitors to school.
- Staff on playground duty to look for vulnerable groups or individuals, assertive pupils, physical contact, tight huddles of groups.
- Children will be encouraged to think about the exclusion of others and the effect it has.
- Introduction of appropriate role models in school.
- Involvement of children in decision making.
- Use positive praise system for behaviour management.
- Monitoring groups within the classroom.
- Use of books, stories to reinforce positive attitudes.
- Use assembly times to reinforce equal opportunity issues.
- Clear definitive and understanding of the term 'bullying'.
Appendix 1 Legal and Local Framework
The legal and local framework for this policy is:
- Race Relations Act 1976 (as amended in 2000)
- Children Act 2004
- Disability Discrimination Act 1995 (as amended in 2005)
- Equality Act 2010
- Duty to Promote Community Cohesion, Education and Inspections Act 2006
- Education and Inspections Act 2006
- Salford Diversity and Equality Policy and Comprehensive Equality Scheme
Appendix 2 General Exceptions to the 2010 Act: Catholic Schools
The general exceptions to the Act as laid down for schools with a religious character or a registered religious ethos can be identified thus:
Acts of Worship
The Act contains a general exception to the religion or belief provisions which allows all schools to have acts of worship or other forms of collective religious observance. The daily act of collective worship is not covered by the religion or belief provisions, which means that schools are acting lawfully where provision of an equivalent act of worship for other faiths is not undertaken.
The character and content of collective worship in a Voluntary Aided school continues to be determined by the Governing Body and for a VA school with a religious character such will be in accordance with the school's Trust Deed or in accordance with the beliefs of the religion or denomination specified for the school. For Catholic schools this means compliance with the teachings of the Roman Catholic Church.
Schools are also free to celebrate religious festivals particular to their tradition and would not be discriminating against children of other faiths by, for example in a Catholic school, putting on a nativity play.
Employment
All of the current characteristics in Catholic schools are covered by the employment provisions of the Act. It provides that for schools with a religious character it will not be unlawful discrimination to do things permitted by the School Standards and Framework Act 1998 and the 2006 Education and Inspections Act. The existing exemptions as they relate to schools with a religious character are therefore retained.
This means for Catholic schools that, in common with other Voluntary Aided schools with a religious character, they may give preference in connection with the appointment, remuneration or promotion of teachers at the school, to those whose religious beliefs or religious practice is in accordance with the tenets of their denomination, ie the Roman Catholic faith. This extends to the posts of Headteacher, Deputy Headteacher and Head or Co-ordinator of Religious Education which (cross reference the Bishops' memorandum on Appointment of Teachers to Catholic Schools) must be filled by baptised and practising
Catholics ¹. Likewise they may give similar preference to those who give or who are willing to give religious education at the school in accordance with the tenets of the Catholic Church ².
Preference can be given to practising Catholics in non-teaching posts where there is a genuine occupation requirement 3.
The conduct of a teacher which is incompatible with the precepts of the Church, or which fails to uphold its tenets, may be taken into consideration in determining whether the teacher's employment should be terminated 4. In addition, the Governing Body of a Voluntary Aided school, (like other schools with a religious character) has the power to dismiss a Religious Education teacher, without the consent of the Local Authority, on the grounds that s/he fails to give religious education efficiently and suitably 5.
[Legal Data:
¹ Section 60, School Standards and Framework Act 1998
² Section 60, School Standards and Framework Act 1998
3 Section 37, Education and Inspections Act 2006
4 Section 60, School Standards and Framework Act 1998
5 Section 58, School Standards and Framework Act 1998]
For reference a genuine occupational requirement means that discrimination is permitted in cases where a person's sex, race or religion is a genuine occupational requirement for the job. For Catholic schools these are itemised here under the continued general exceptions to the Act. Examples from the sex discrimination legislation are where a job had to be held by a man and not a woman or vice versa to preserve decency or privacy, such as where the job involved visiting changing rooms while they are in use. Further exemptions relate to single sex sport.
Admissions
In Catholic Schools the Governing Body is the Admissions Authority for the school and makes decisions on admissions arrangements. It is their duty to ensure that such arrangements are compliant with the Admissions Codes and other relevant legislation. Further that:
- admissions criteria are clear, fair, objective and transparent;
- all parents' preferences are treated on an equal basis;
- arrangements are as simple as possible;
- no discrimination is applied on the basis of race, sex (save in single sex schools), disability religion or belief, sexual orientation, gender reassignment, pregnancy or maternity.
However, in a Catholic school priority can be afforded to Baptised Catholic children where the school is oversubscribed and that action is in accordance with the school's published admissions policy. In addition, and for all schools, age is not a protected characteristic in relation to pupils so allowing schools to admit and organise pupils in age groups.
Delivery of the Curriculum
The content of the curriculum has never been caught by discrimination law and the Act states that it is specifically excluded. The delivery of the curriculum is however explicitly included.
The DfE guidance highlights the relationship between protection because of sexual orientation and protection of religious freedom. It states that many people's views on sexual orientation/sexual activity are grounded in religious belief. It refers to concerns of schools with a religious character that they may be prevented from teaching in line with their religious ethos. It also refers to teachers having expressed concerns that they may be subject to legal action if they do not voice positive views on same sex relationships, whether or not this view accords with their faith. The guidance also refers to concerns that such schools may teach and act in ways unacceptable to lesbian, gay and bisexual pupils and parents when same sex relationships are discussed because there are no express provisions to prevent this occurring.
The guidance makes clear that, like all schools, those with a religious character have a responsibility to the welfare of children in their care and to adhere to curriculum guidance,it goes on to say that, provided their beliefs are explained in an appropriate way in an educational context that takes into account existing guidance on the delivery of Sex and Religious Education (SRE), then schools should not be acting unlawfully. Further that it would not be unlawful for a teacher in any school to express personal views on sexual orientation provided that it is done in an appropriate manner and context. The guidance however provides a note of caution about the influential role of a teacher and that their actions and responsibilities extend beyond the requirements of the equality legislation and that expressing personal views should not extend to allowing unlawful discrimination.
Gender Reassignment
In reality many of the protected characteristics within the 2010 Equality Act were already in place. However one that is new is the extension of the gender reassignment regulations to pupils. It may be that cases are relatively rare but to assist colleagues the CES has provided guidance on such which is provided as an Appendix to the Briefing Notes.
Appendix 3 Equality Act 2010: Guidance Note for Catholic Schools
The CES has updated their original guidance on the 2010 Equality Act to reflect the Equality and Human Rights Commission's (EHRC) publication of Technical Guidance for Schools in England which deals with the Equality Act 2010 in the light of schools' legal obligations. CES updated guidance can be accessed here:
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St Peters WW1 War Memorial
The memorial originally stood at the west end of St Peter's Church having been unveiled at a service on 19 th December, 1920. After St Peter's was damaged in the WW2 blitz, it was re-erected in the south porch of St James Priory. St Peters Parish War Memorial is dedicated to 20 army personnel, 2 naval personnel and possibly one civilian who are recorded as having died in the war.
This document is intended to be a companion to the individual records of the service men who are remembered on St Peters Parish WW1 memorial. A group of volunteers investigated each of the names on the memorial and recorded the information they found. We were unable to confirm findings on all of the names, and much information has not been found about the backgrounds of those we did trace. However, a substantial amount of information has been found and recorded and we hope this will be useful to those interested in WW1 and in the lives of the men on the memorial and indeed their families. Some of the findings cannot be confirmed, but we have included information which may help others researching the names or possible names.
If you have any information on the individuals commemorated on the memorials or have any questions about the information gathered to date, please contact: email@example.com
MILITARY LIFE
Age of those remembered
The youngest to die was 18 year old James Preston. He served as an Ordinary Seaman on HMS Monmouth. He was born in Glasgow but lived in Bristol. His parents lived in Castle Green. James Preston died on the 1 st November 1914 when HMS Monmouth was shelled and sunk during the Battle of Coronel off the coast of Chile and all hands were lost. He is remembered on Plymouth Naval Memorial. This is a memorial for members of the Royal Navy who have no known grave.
The oldest to die was 36 year old Tom Yandle, a 2 nd Lieutenant serving with the Royal Fusiliers. He was born in Dulverton in Somerset, but is recorded as living as a boarder above a shop in Clarence Road in Bristol, where he worked as a Drapers assistant. He was killed in action on 10 th April 1917 possibly in the Arras Offensive of April and May 1917. He is remembered on the Arras Memorial in France. Those remembered on the Arras Memorial have no known grave.
The average age of those who died was approximately 24 years old. We do not have ages for at least 4 people on the memorial so this is an approximation.
Rank in the Army The men were, in the main, privates.
11 privates. Among the other ranks were, for example:
3 Lieutenants
1 sapper (these performed military engineering tasks such as bridge building)
1 sergeant
1 Captain Adjutant
Ranks in the Navy
I ordinary seaman and possibly 1 chief stoker
Regiments of the Army in which those on the memorial served.
Of the 20 army men commemorated at least 7 soldiers served in the Gloucestershire Regiment. Others belonged to the Royal Berkshire, Worcestershire, Somerset Light Infantry, Royal West Kent, Corps of the Royal Engineers, Duke of Cornwall Light Infantry, Royal Army Service Corps, Royal Rifle Corps, Royal Army Medical corps, Royal Field Artillery and the Royal Fusiliers.
Place and timing of death.
Soldiers'
Although numbers on the memorial are fairly low – the largest losses were between July and October in 1916 (7 men); and between April and November 1917 (6 men).
Where we could find a place of death numbers were as follows:
12 died in France at least 5 of those on the Somme and 2 at Arras.
4 died in Belgium at Ypres.
2 died in Military Hospitals in England
1 died in India
At least 1 died at sea.
Another person on the memorial (Tracey J.F. Villiers) does not appear to have a military record, but is recorded as working in the war cabinet. He died in October 1916 but his cause of death has not been found.
One of those who died in France (Albert E. McMillan) was not killed in battle, but killed by a hand grenade whilst in training.
Circumstances of death: This is sometimes difficult to confirm through public sources, but at least 12 of the men were 'killed in action' and 4 'died of wounds'.
Burial / Memorial: Army and Navy War dead of St Peters Parish are buried or remembered in at least 16 different cemeteries or memorials in 4 different countries namely Belgium, France, India and UK.
Of the 20 army men, 6 have no known grave. In Belgium 2 men are remembered on the Menin Gate Memorial to the Missing, in Ypres. In France 2 men are remembered on the Thiepval memorial which is dedicated to those missing on the Somme Battlefields. 2 are remembered at Arras on the Memorial dedicated to those who died in the Arras sector and who have no known grave.
War diary entries: Reading some of the war diary entries at the regimental headquarters of the Gloucestershire Regiment and the Somerset Light Infantry Regiment provided some insight into the conditions and theatre of war faced by the men. For example:
Frederick Caines. Somerset Light Infantry. Died Ypres 25.9.1915.
'3.50am. Intense bombardment along German line extending from Railway Wood – Sanctuary Wood. Mine exploded at 04. Guns lifted, assault by troops took place upon German 1 st and 2 nd line...The battalion held on all day in trenches...Gunfire from German line heavy all day until midday.
Casualties. Killed 11, wounded 38, missing 2. Night quiet. All men worked hard at repair of damaged trenches and parapets. Dead were removed and wounded were carried in. L. Wilmer. Major Adjt. 6 th S.L.I.'
Frederick Fisher. Gloucestershire Regiment. Died Ypres 7.6.1917
"Attack launched at 3.10 a.m. by 19 th division. 8.10 a.m. Battalion attacked Black Line in front of Onreat Wood and took its objective. Patrol pushed out and line in front of Oosttaverne Wood also held.
3.10 p.m. Further attack was launched against village of Oosttaverne and Odonto Trench. Battalion took its objective and consolidated position. The result of the day's operation was highly successful."
Ernest Milton Gloucestershire Regiment died the Somme. 23.7.1916
12.35 am ordered to attack.
"The attack was quickly discovered by enemy who were holding all trenches strongly. Heavy barrage of artillery and machine gun fire were opened and in spite of being reinforced by B company the objectives were not reached. A fresh attack after new bombardment of 10 minutes by our guns opposite A coys. objective also failed. Stokes guns and oil bombs from mortars were used during preliminary bombardment.
1 officer killed, 7 wounded. O R (ordinary ranks) 12 killed, 23 missing, 113 wounded.
At about 3.30 am the Battalion were withdrawn to reserve line, being relieved by 1/1 Bucks Battn., Oxford and Bucks L.I. who after fresh bombardment captured trench 28 without opposition from enemy about 120 of whom surrendered including 2 machine guns.
11 pm Battalion relieved by 1/4 R. Berks and moved to bivouacs."
Arthur Thomas Cook died 9.8. 1916 of wounds on the Somme. He was seriously wounded on 30th July and unfortunately was not brought to the field hospital till a day had elapsed. He presumably died in hospital nine days later.
Gloucester Regimental diaries record:
30th July, 1916 "Attacked the German intermediate line, A & B Coys in front line, C & D Coys in second line. Our attack was held up by enfilade Machine Gun fire * and concealed snipers from the right. Our men returned to their original front line at 9.30 p.m.. Casualties – Officers 3 killed, 3 wounded, 3 missing. Major Thynne was wounded in the body while urging on the second line. Other ranks 160."
* "Enfilade" means raking fire running across a line of soldiers.
Background reading into battles of the Somme indicates that machine guns were what seem to have been most feared on the battle field and, at the outset of the war, the Germans were considered to be better trained in their use.
The war diaries mention that they tried to take out machine gun posts with artillery before attacks and it seems to have been machine guns and unbroken barbed wire entanglements which tended to be crucial factors where attacks failed
AWARDS The majority of soldiers on the memorial appear to have been awarded the Victory and British medal. Some were also awarded the Star.
There is a possibility of a civilian remembered on the memorial and he is Tracy James Fyfe Villiers. He is recorded as being born in Bristol, but the 1911 census records him as being a clerk in the civil service war office. He was married and had one child at that time. The circumstances of his death in 1916 are unknown.
CIVILIAN LIFE
Family life: We found that possibly 3 of the servicemen were married and of these, we found no evidence that they left children. Unlike the St James Memorial, we found no evidence of brothers or sons and fathers dying in the same war.
Addresses: St Peters Church is located in Castle Park and was destroyed in the blitz of WW2. We have been able to find addresses in the immediate vicinity of the church for 5 of the men. James Preston lived in Upper Terrace Castle Green. Leonard Grant lived in Middle Terrace Castle Green, and Edward Boddy lived at 19 Castle Green. Joseph Caines lived nearby on Broad Weir and Albert Lockyer lived in Narrow Wine Street.
The remainder of the men had addresses scattered around the city of Bristol. 3 in St Pauls, 3 in Bedminster and the others in various locations.
Employment: The men appeared to work in a variety of trades and professions before they enlisted for war. Among them were 2 carters – one in the print works and one in a laundry. There was also a tobacco worker, draper's assistant, motor driver, student, an office worker and a clerk, an errand boy and a packer in the paint trade. We know a little more about the employment of one of the men, he was Arthur Cook (who is also remembered on the St James Memorial). He was an assistant in Bristol Art Gallery for 6 years before moving to a position as private secretary to an art collector in London. His memorial record shows a photograph taken in 1908 and it is believed that Mr. Cook is seated to the right in the front row.
We hope that this companion to the individual records in the St Peters Parish WW1 archive proves to be of interest to the reader. Our hope has been to create a more human picture and story about the lives and war experiences of the individuals honoured on the memorial.
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STUDENT ENGAGEMENT & WELFARE
POLICY
Rational:
Our school is committed to providing a safe, secure and stimulating learning environment for all students. Students can reach their full educational potential only when they are happy, healthy and safe, and when there is a positive school culture to engage and support them in their learning. Our school acknowledges that student wellbeing and student learning outcomes are inextricably linked.
Aims:
It is fundamental to acknowledge that each teacher is a vital source of support and a determinant in the success of their students. The teachers at this school will work collectively to ensure that students feel valued and cared for, have meaningful opportunities to contribute to the school and can effectively engage with their learning. This school recognises the need to be engaging and inclusive, recognising and responding to the diverse needs of our students, accommodating different learning profiles and rates of learning and intervening early to identify and respond to individual student needs.
Our school strives to be a learning community where students and teachers can relate well to each other, and where different ideas and viewpoints are valued and respected.
Our school aims to challenge all students to become optimistic, resilient, creative and critical thinkers. We seek to promote our school values of diversity, achievement, responsibility and endeavour throughout the curriculum, in co-curricular activities, and in our daily operations.
Our teaching and learning philosophy is based around our 4Rs. (Refer to L& T Statement) That is:
- The teaching and learning is relevant to each student's interests, lives and aspirations
- The teaching and learning is rigorous, and each teacher will make a commitment to appropriately support, build and challenge every student
- Relationships are an essential component of effective learning and teaching
- Our practices are responsive to contemporary research and innovation.
Included with this Student Welfare Policy is the School Student Engagement and Inclusion Guidance
2. Guidelines
2.1 The school will focus on establishing positive and respectful relationships, particularly between teachers and students, and establishing a learning community that provides multiple and diverse opportunities for students to experience success.
2.2 The school will collaboratively develop and implement a fair and respectful whole-school behaviour management approach.
2.3 The school will encourage and provide multiple opportunities for parents/carers and members of the broader community to play an active part in the life of the school and the education of their children.
2.4 The school's curriculum will include pro-social values and behaviour to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
2.5 The school will promote active student participation and provide students with a sense of ownership of their environment.
2.6 The school will support families to engage in their child's learning and build their capacity as active learners.
2.7 The school will establish social/emotional and educational support for vulnerable students and monitor and evaluate progress.
2.8 The school will have processes in place to identify and respond to individual students who require additional assistance and support.
2.9 The school will build strong links with the local community to gain access to an extended network of community members, professionals and educators who can provide expertise and experience that can build the capacity of our school and our teachers to respond to the needs of the students.
3. Program
3.1.1 The curriculum programs of the school will recognise and respond to the diverse needs of the school's students by:
- accommodating different learning profiles and rates of learning
- intervening early to identify and respond to individual student needs
3.1.2 The school is committed to the delivery of an inclusive curriculum that ensures all our students have access to a quality education to meet their diverse needs.
To improve educational outcomes for students with disabilities, the following key strategies are in place:
- providing parents/carers with a learning program that best suits their child's needs
-
- involving students and parents in programming and planning decisions
supporting students access to programs that let them pursue achievable pathways
- ensuring the expertise of teachers working in our school is maintained and developed
3.2 Our school will implement a whole-school behaviour management approach that is based on prosocial values, social competencies, incentives and positive peer relationships.
The key focus will be on prevention and early intervention strategies that:
- define and teach school-wide and classroom expectations
- establish consistent school-wide and classroom consequences for problem behaviour
- establish school-wide and classroom processes for early identification of students experiencing academic and/ or behaviour difficulty
- provide school-wide and classroom processes for ongoing collection and use of data for decisionmaking
- empower students by creating multiple opportunities for them to take responsibility and be involved in decision-making
- provide a physical environment conducive to positive behaviours and effective engagement in learning
- utilise evidence-based interventions, monitored regularly for those students who face difficulty with learning and/or behaviour
Calmer Classrooms: A Guide to Working with Traumatised Children, developed by the Office of the Child Safety Commissioner, provides teachers and schools with effective relationship based classroom and school-wide strategies.
3.3 Involvement in our school by parents and carers helps children achieve the best possible learning outcomes. Parents and carers will be provided with the opportunity to participate in school life, both formally and informally, through school council, the Parent Association, volunteering and staying up to date with news about what is happening in education via our newsletter.
3.4 The school's strategies to promote pro-social values will be whole-school in focus and include close links with curriculum. The AUS Victorian Essential Learning Standards (VELS) includes the learning domain of Physical, Personal and Social Learning, which encourages students to work with others, and to take greater responsibility for their own learning and participation at school. In the context of the AUSVELS, the school curriculum will include pro-social values and behaviours to enable students to acquire knowledge and skills, value diversity and build a culture of learning, community and engagement.
3.5 Student voice/student participation is about valuing people and valuing the learning that results when we engage the capacities and multiple voices in the school. It focuses on realising the leadership potential inherent within all learners. There are five dimensions to student participation:
1. student involvement in school and community development
2. students as researchers and co-enquirers
3. student feedback on teaching and learning
4. students as peer-tutors
5. student involvement as a manifestation of inclusion principles
The school promotes active 'student participation' as an avenue for improving student outcomes and facilitating school change. Student participation ranges from young people sharing their opinions of problems and potential solutions through student council or in focus groups associated with school strategic planning. It also includes our students sharing their 'voice' by collaborating with teachers to actually improve education outcomes, including helping to improve teaching, curriculum and teacher-student relationships and leading to changes in student assessment.
3.6 The school will support families to engage in their child's learning and build their capacity as active learners. It provides an environment that welcomes all parents/carers and is responsive to them as partners in learning. The school will ensure that the unique experiences and skills of our students' families enrich the learning environment and the school community.
The school will create successful partnerships with parents/carers and families by:
- ensuring all parents/carers are aware of the school's Student Welfare Policy
- providing volunteer opportunities to enable parents/carers and students to contribute
- conducting effective school-to-home and home-to-school communications
- involving families with homework and other curriculum-related activities
- involving families as participants in school decision-making
- providing opportunities to enhance parenting knowledge and skills
- coordinating resources and services from the community for families, students and the school
3.7.1 Implementing preventative and early intervention strategies to support positive behaviours is a key part of the Student Welfare Policy at our school. Prevention and early intervention strategies the school will deploy include:
- defining and teaching school-wide and classroom expectations
- establishing consistent school-wide and classroom consequences for problem behaviour
- establishing school-wide and classroom processes for early identification of students experiencing academic and/ or behaviour difficulty
- providing school-wide and classroom processes for the ongoing collection and use of data for decision-making
- empowering students by creating multiple opportunities for them to take responsibility and be involved in decision-making
- providing a physical environment conducive to positive behaviours and effective engagement in learning
- utilise evidence-based interventions, monitored regularly for those students who face difficulty with learning and/or behaviour
3.7.2 The school will promote and maintain high levels of student attendance and participation through:
- articulating high expectations to all members of the school community
- adopting consistent, rigorous procedures to monitor and record student absences
- following up student absences promptly and consistently
- creating safe, supportive learning environments where all students experience success through active participation and engagement in purposeful learning
- implementing data-driven attendance improvement strategies
- providing early identification of, and supportive intervention for, students at risk of non-attendance
- providing a staged response
- linking with local community groups and agencies to maximise program and individual support
3.8.1 The school will use coordinated early intervention and prevention strategies to identify and respond to individual students who require additional assistance and support. The school will provide the following support structures:
- monitoring of, and responding to, protracted student absences
- trauma management plan
- Student Support Group's for children in need
- protocol for mandatory reporting
3.8.2 Longitudinal data will be collected regarding frequency and types of welfare issues, so as to measure the success or otherwise of school-based strategies and approaches.
Some sources of data are:
- the Attitudes to School Survey data
- school level report data
- parent survey data
- data from case management work with students
3.9 The school will utilise relevant external student wellbeing support services in order to identify and address the barriers to learning that individual students may be facing. Such services to provide support for students and staff include:
- psychologist for psychological and academic assessment
- Department of Human Services case managers and support workers
- mentors – providing support for 'at risk' children
- social
workers to provide services such as counselling, social skills and anger management programs
- youth agencies
- relevant DEECD support staff
- local parent support groups
- C.A.S.A. [Centre Against Sexual Assault]
- School Focused Youth Service (SFYS)
4. LINKS AND APPENDICES (including processes related to this policy)
Appendix A: Student Management Policy and Processes
Key Link connected with this policy is: DEECD - Child Health and Wellbeing
5. EVALUATION
This policy will be reviewed annually or more often if necessary due to changes in regulations or circumstances.
This policy will be reviewed as part of the school's three-year review cycle.
This policy was last ratified by School Council on.... March 2015 | <urn:uuid:24430de4-55d4-43fd-a113-5583ffad4de5> | CC-MAIN-2019-04 | http://www.underboolps.vic.edu.au/wp-content/uploads/2014/05/Student-Engagement-and-Welfare-.pdf | 2019-01-16T17:02:46Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00296.warc.gz | 412,811,731 | 2,219 | eng_Latn | eng_Latn | 0.996824 | eng_Latn | 0.997674 | [
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Student Council
Mission:
Our Student Council is a representative structure for the students of our school, through which they can become involved in the affairs of the school, working in partnership with school management, staff and parents for the benefit of the school and its students. In keeping with 'The National Children's Strategy', children and young people should be given a voice in matters that affect their lives and provided with opportunities to participate in decision making.
Aims:
* To give the student body a voice
* To support students
* To plan special events or programmes
* To develop leadership skills in the students
* To help influence decisions made in the school
* To report to the P.T.A and B.O.M. on issues that are important to the students of the school
* To make contact with local representatives, the Department of Education and other outside agencies on matters of importance to the students of the school
Structure:
* The Student Council is equally representative of all students in the school.
* Only students can be elected to the student council.
* One teacher and one parent will work with the Student Council and form the link between the Student Council, the B.O.M., the P.T.A. and the staff.
* Elections will be held once a year in September.
* Every student from 3 rd to 6 th class has 1 vote.
* Elections will be held by secret ballot.
* Counting of ballots is carried out by students under the supervision of a teacher/S.N.A./parent.
* Candidates can canvass in advance. Canvassing for elections can take place outside of teaching hours (break and lunch) and during class time with the agreement of the class teacher.
* In the case of a draw a second secret ballot will be held between the tied contestants.
* All classes from third to sixth will elect 2 representatives, one girl and one boy.
* An additional representative may be elected to represent international children in consultation with the teacher representative, the principal and the teacher with responsibility for international children.
* After completing one term of office (one year) candidates cannot stand for election again.
* Meetings will be held at regular intervals throughout the year.
* In the event of a resignation from the Council, the class affected are entitled to appoint a new representative. The position should be offered to the person who came second in the election. If this person refuses it should be offered to the person who came third and so on. In the event of a tie a re-election can take place between the two candidates. The person who takes over during the year is entitled to run for election again the following year should they so wish. All resignations should be in writing.
* Any meeting of the Student Council must have a quorum of at least 5, one of whom must be an adult before it is valid.
* Student Council officers shall be as follows: Chairperson, Minutes Secretary, Correspondence Secretary and Treasurer.
* Minutes of each Student Council meeting duly adopted and signed shall be kept on record. Student Council members must bring all paperwork (copies of minutes etc) to each meeting.
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School Travel Plan
CRAIGENTINNY PRIMARY SCHOOL
Table of Contents
.............................................................................................................................. 11
Sign Off
Introduction
Craigentinny Primary school has approximately 318 pupils, including nursery pupils. See Appendix 1 for a map of the catchment area.
The travel plan is a document that summarises our current travel patterns and traffic problems that exist around the school. It addresses all aspects of the journey to school and encourages walking, cycling and other sustainable travel choices such as using public transport. It can also support better management of the remaining 'school run vehicles'.
It is easy to understand why sustainable travel is important, but much harder to put it into practice. This plan shows how we can encourage more sustainable travel choices and help reduce the problems that arise from using cars unnecessarily on the school run. More specifically, this travel plan contains a package of measures tailored to the needs of Craigentinny Primary School.
Through this travel plan we seek to:
* Encourage students, parents and staff to think about travel choices and choose alternatives to the car when coming to school;
* Encourage active travel like walking, scooting and cycling;
* Measure change in travel behaviours, and;
* Develop Safer Routes to School
It is important to ensure that all relevant partners are involved when developing a travel plan so that we can all work together to achieve more active travel and reduce the number of cars at our school gates.
Over the 5 year lifecycle of this plan, the school leadership will continue to work with school staff, the parent council and the Road Safety team at The City of Edinburgh Council.
School Information
Pupil Numbers
| Nursery | |
|---|---|
| P1 | 38 |
| P2 | 58 |
| P3 | 49 |
| P4 | 40 |
| P5 | 42 |
| P6 | 49 |
Staff members
There are currently 51 members of staff employed at our school.
Clubs and Activities
For more information visit Craigentinny Primary (wpcomstaging.com
Sustainability Initiatives
The Sustainable Travel and Road Safety award (STAR) is based on how much the school has done to promote the aims set out in this plan on an annual basis. Craigentinny Primary School currently has no award but by working through the measures below will look to gain a rating.
The City of Edinburgh Council has developed the City Mobility Plan to 2030 which sets out targets in increasing the number of journeys made using sustainable modes of travel across the city, which works towards reducing the transport related emissions being produced across the city.
Road Safety
Within the three years to the end of December 2021 there have been two reported collisions involving personal injury across the school catchment reported during the hours of 08:00 – 10:00 and 14:00 – 16:00 involving children under the age of 17.
The map in Appendix 1 shows the school catchment split into 400 meter circles, which set out how long a walk or cycle it is to school. From the furthest point in the catchment, it is just under 1 mile, which is less than a 25 minute walk or 10 minute cycle.
School Crossing Guides
There is one crossing patrol guides for Craigentinny Primary located on:
* Craigentinny Road/Loaning Road and Restalrig Avenue/Restalrig Road South.
School crossing patrol locations can be found using The City of Edinburgh Council Atlas
Current cycle/scooter parking within school grounds
| Covered/ Uncovered cycle parking | | 16 |
|---|---|---|
| Scooter Spaces | 5 | 60 |
Hands Up Survey
Each year the school is asked to participate in a survey which is produced by Sustrans here are the results from the previous 5 years. As part of this travel plan, the school are agreeing to participate in this on an annual basis to enable us to monitor the effectiveness of the measures being implemented to support sustainable travel.
| Year | Walk | Cycle | | Scooter / | | Park & | Driven | Bus | Taxi | Other |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | | Skate | | Stride | | | | |
| 2017 | 81.8% | 0.0% | * | | 0.0% | | * | * | 0.0% | 0.0% |
| 2018 | 52.6% | 0.0% | 15.8% | | 0.0% | | * | 21.1% | 0.0% | * |
| 2019 | - | - | - | | - | | - | - | - | - |
| 2020 | - | - | - | | - | | - | - | - | - |
| 2021 | 51.6% | 9.9% | 8.5% | | 4.9% | | 20.6% | 2.7% | 1.3% | 0.4% |
Travel Survey
A school travel survey was undertaken from 7th January to 20th February 2022 across the full parent and staff body to establish how people are currently travelling to school and what barriers and issues they face whilst on the journey to school.
The survey also covered the temporary measures introduced under SfP in response to Covid-19 currently in place what they would like to see happen to these measures going forward. The results of this and the other key questions are as follows:
| Option | | Total | | |
|---|---|---|---|---|
| | Retained in its current form? | | 15 | 53.57% |
| Improved? | | 4 | | |
| | Removed completely? | | 8 | 28.57% |
| Not Answered | | 1 | | |
Staff response to SfP Measures
| Option | | Total | | |
|---|---|---|---|---|
| | Retained in its current form? | | 8 | 53.33% |
| Improved? | | 0 | | |
| | Removed completely? | | 5 | 33.33% |
Parent Survey on how they currently travel to school with their children
Staff Survey on how they currently travel to school
Barriers/issues on the routes to school
Other noted concerns included parents concerned about speeding vehicles, no crossing guide on Loaning Road and Craigentinny Road at the junction of Craigentinny Avenue, strangers, more crossings required and uneven footways.
We asked parents what improvements they would like to see introduced
* Better lighting
* Less traffic around school building
* More crossing patrol guides
* Pedestrian crossing on Loaning Road, Britwell Crescent, Longanlea Road, junction of Findlay Gardens and Craigentinny Avenue at the junction of Craigentinny Road
* Dog poo bins and poo cleaned up
*
Hedges by school cut
* Footpaths fixed around school
* Implementation of the 20mph speed limit
Actions and Travel Plan Updates
The school has a high percentage of pupils walking to school with an average of 62% over the three years of hands up survey data submitted. Unfortunately due to such a low response to the travel survey carried out it is difficult to gauge the current levels of walking.
The school also falls under the 29% national average of pupils taking the car to school with only 6.9% on average arriving by car. This has reduced since the last travel plan which was undertaken in 2014 for Craigentinny Primary so shows a large reduction of people travelling by car.
We aim to continue to reduce the number of vehicles being driven to school using ongoing initiatives and by introducing infrastructure changes on the routes to school to encourage others to actively travel to school when possible.
| Clean up dog poo across the catchment | Road Safety to liaise with Street Cleansing |
|---|---|
| Cut back vegetation across the catchment | Road Safety to liaise with roads Operations |
| Parksmart Campaign with parents | Road Safety/JRSO’s/ School/ Parking/ Police |
| School Streets in Loaning Cresent and Loaning Road | Road Safety |
| One way system on Loganlea Drive to be made permanent | Road Safety |
| Ensure JRSO’s are active | School/Road Safety |
| Take part in Sustrans Hands Up Survey | School |
| Kerbcraft/Proficiency Training | Road Safety/School/Parent Council |
| Extension to footway on Loganlea Drive | Road Safety |
| Ensure Travel Plan is communicated to all parents and placed on website. | School |
calming measures on Craigentinny Road and Craigentinny Avenue
Timetable of events for the coming session
| Parksmart |
|---|
| JRSO newsletters |
Monitoring and Evaluation
* The Road Safety and Active Travel Liaison Officers, School Representatives and the Parent Council meet annually to review plan progress.
* The Road Safety team will undertake ongoing monitoring of campaigns and improvements to note the effectiveness.
* This School Travel Plan will be reviewed in 2027.
Sign Off
This plan has been agreed by the following:
The City of Edinburgh Council Road Safety Team:
Name: Tracey Bach
Name: Stacey Monteith-Skelton MSc MIHE
Signature:
Signature:
Date:
Date:
Craigentinny Primary School:
Name:
Signature:
Date:
Craigentinny Parent Council:
Name:
Signature:
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THRIVING TOGETHER
The Needs of Plants and Animals
A teacher-conducted field study for Grade 1 students
FISH CREEK ENVIRONMENTAL LEARNING CENTRE
email@example.com www.Fish-Creek.org
Introduction
This is a curriculum-connected, full day field study with multidisciplinary preparatory and post-visit activity support. The intent is to offer a natural world experience for students that reflects the outdoor field study components of Topic E: Needs of Animals and Plants from the Grade 1 Alberta Elementary Science Curriculum and the vision of Alberta's Plan for Parks.
Fish Creek Provincial Park is one of Canada's largest urban provincial parks, stretching from the western edge of the city to the Bow River. The park has a strong vision within its visitor services program plan to support and foster environmental and cultural education.
Table of Contents
FACILITY & RULES
POST-FIELD TRIP
RESOURCES
MAPS
Facility & Rules
THE FACILITY
The Fish Creek Environmental Learning Centre, located at the west end of the Park off of 37 Street SW, offers five indoor classrooms, an outdoor picnic area and access to an extensive variety of natural ecosystems: an old spruce forest, grasslands, riverine, creek and pond wetlands and disturbed (urban) areas.
The Fish Creek Environmental Learning Centre offers you the following facilities and services:
1. Each teacher will be given a classroom to use as a home base for the day's activities.
2. Some equipment for the day's activities will be available at the Park. It is your responsibility to count all equipment and return it at the end of the day. There is a fee charged for lost or broken equipment.
3. Washrooms and water fountains are located in the building. There are no vending machines or coffee available.
4. A short orientation (about 15 minutes) will be provided to the entire group upon arrival to welcome and introduce everyone to the park, its rules, the program for the day and what the students may discover outside.
5. Parent volunteers will have a separate orientation (about 10 minutes). This will introduce them to the equipment provided, to a map of the activity area (maps provided), to the general flow of the day, and will answer any questions that they may have.
6. A washroom and snack break will take place after the group orientation and during the parent volunteer orientation. Please ensure that the students are supervised during this time.
7. There are NO indoor activities available. Please bring your own activities and/or DVDs when planning for inclement weather.
Return to Table of Contents
LUNCH BREAK PROCEDURES
Your class may eat inside the facility, within their assigned room. Please ensure that the students understand the following :
INSIDE THE BUILDING
* Students must be supervised by an adult while they are in the building (classrooms and washrooms).
* Classes from other schools may be in the facility at the same time. Please respect them and keep noise to a minimum, especially in the washrooms, hallways and other common areas.
* Help us keep the classrooms clean. There are garbage containers in the brown cabinets by the classroom doors.
* Recyclable containers go into the brown cabinet labelled "Juice boxes, cans and bottles". Do the students know what recycling is, how it conserves resources and how it helps the environment?
* Leftover fruit and vegetable materials, such as banana peels and apple cores, are collected in a white compost bucket in each room.
OUTDOOR FACILITIES
There is a picnic area just to the north of the Fish Creek Environmental Learning Centre, about two minutes walk up the trail, with plenty of picnic tables.
There are several picnic tables and a fire pit behind the Fish Creek Environmental Learning Centre. This area is available on a first-come, first-served basis.
When using the fire pit area be sure to:
* Provide your own roasting sticks and firewood. Do not use branches or deadfall from the park.
* Have a bucket of water nearby before the fire is lit. Check that the fire is out before you leave.
* Do not feed or disturb wildlife.
Preparation Materials
1. Preparation Checklist
3. Field Trip at a Glance
A full, detailed teacher checklist for your field trip preparation is available at the back of this resource package or by clicking HERE. These are general guidelines to assist you in planning your field trip.
2. Program Start and End
Program start and end times are flexible to accommodate bus availability and travel distance to the park. In general, programs start between 9:30- 10:00 am and finish between 1:45- 2:00 pm.
| Group Orientation (15 minutes) | Overview of park rules, safety and behaviour expectations for the day |
|---|---|
| Student Snack Break Parent Volunteer Orientation (10-15 minutes) | Overview of program activities, equipment and trail safety for parent volunteers. |
| Educational Activities | Students explore the park in small, parent- led groups. Environmental Educator will be available to answer questions and provide support during your lunch break and at the end of the day and is always available should the need arise at the Learning Centre. |
| LUNCH BREAK | Environmental Educator will circulate and answer questions, show nature biofacts and ensure that the program is going smoothly. |
| Educational Activities | Students continue to complete curriculum-connected activities with their parent leaders. |
Program Wrap-up should take place at least 15-20 minutes prior to the scheduled bus departure.
Orientation Videos
Attending a teacher orientation prior to your class visit is essential for familiarizing yourself with the facilities and the surrounding trails. Returning teachers are not obligated to attend the workshop, but are certainly welcome to come for a "refresher" course. Dates for the teacher orientations will be sent to you via email so you can register for an orientation on a date of your choice.
1
Teacher Orientation Video
Prepare yourself by watching a brief video about field trip logistics, resources and helpful tips.
If you have any additional questions, comments or concerns about the field trip after watching the video, please contact the Environmental Educator.
Parent Orientation Video
Whether your program is a guided hike with our Education staff, a custom program or a teacher-led field study, parent volunteers are an essential part of our programs.
When recruiting volunteers, please ensure that the adults are aware that they will be outside in the park for a majority of the day. Knowledge of nature is not a requirement, but ability to supervise and work with students is key.
Student Orientation Video
Prior to your field trip, you can show your students the orientation video that reviews proper field trip attire and the role of parks in Alberta.
2
3
Pre-field Trip Activities
Preparatory activities are essential to the success of your trip! The preparatory activities described here will introduce the field study day to your students and will allow them to practise the skills to be used during the field study day.
Feel free to use your own activities and the ones described in this package. Within the activities you select and present to your students be sure to consider other curriculum areas and explore how all subject areas can be connected to your field study day.
Vocabulary Worksheet: Yes
Pollination Palooza! Worksheet: Yes
Review science vocabulary with the class. This could be done in any number of ways:
* Words could be incorporated into the weekly spelling quiz
* Encourage the students to write a few tongue twister alliterations that use the key terms and vocabulary
Basic Needs Worksheet: No
Before the students can successfully discover how plants and animals meet their basic needs, the class must know what those basic needs are. Have a class discussion about basic needs.
What do humans need to survive? Are the students clear about the difference between needs and wants? Humans need food, water, shelter, space and air. We may want a car or computer but we do not need them to survive. Do the students' pets need the same things? What do house and garden plants need to survive? Do wild plants and animals also need the same things?
Pick an animal many of your students are familiar with (e.g. sparrow, squirrel, rabbit) and discuss with your class how this animal meets each of its basic needs.
Spend some time in the schoolyard looking for places that offer animals (including invertebrates) opportunities to meet their basic needs.
These activities demonstrate the symbiotic relationship between plants and insects. On a day with appropriate weather, allow the students to play this game outside on the school field. Alternatively, this game can be played as a modified version of "heads up, seven up." The instructions are outlined at the back of the package.
Colour Mixing Worksheet: Yes
This activity explores seasonal changes, colour mixing and the needs of plants to prepare the students for their field trip.
In this exercise, students will observe how tree roots absorb water while learning about mixing primary colours to create secondary colours.
Class Model Worksheet: No
Show examples or evidence of food chains, classifications, and pictures of the interactions among living and nonliving elements of the natural world and how plants and animals interact to help and hinder each other.
Guide the students in creating a large poster of what they might see in Fish Creek Provincial Park. Allow creative techniques like wheels, tabs and pop-up art.
Program Equipment
The Learning Centre will provide your students with equipment and resources to utilize throughout the day.
PLEASE NOTE: There is an additional fee for lost, stolen or broken equipment.
For the Grade 1 Thriving Together program, your students will be provided with the following:
Our Surroundings Scavenger Hunt
Bug Keepers
Magnifying Glasses
Students will use this Bingo style scavenger hunt to seek plants and animals in the park. This is not meant to be a competition, rather it is a fun way for students to hone their observation skills.
With the assistance of parent leaders, students will capture invertebrates to closely examine their physical and behavioural adaptations.
Students will use the magnifying glasses to examine signs of animals interacting with plants (such as tracks, evidence of feeding, droppings).
Students will use the magnifying glasses to examine the physical characteristics of plants and animals.
Field Trip Activities
Information Booklets
The Learning Centre will provide your adult chaperones with an information booklet with all of the Field Trip Activities outlined and explained in full detail. These booklets will have pictures and information that will support and enhance your students' learning.
Each page of the information booklet will have guiding questions on the bottom to help facilitate curriculum-connected discussions and inquiry.
NEW to our programs, these booklets will be printed and laminated for your field trip use. A copy of the Information Booklet was provided to you at the time of booking. If you have not received the booklet, please ask us to resend it.
Important Notes:
* Please do not print these booklets for your adult chaperones. By providing laminated copies, we hope to reduce the amount of wasted paper.
* Please do not distribute the information booklet PDFs to other teachers. These resources are developed for use within our programs.
* We greatly appreciate all feedback to strengthen our resources; please let us know if you have any recommended changes
Field Trip Activity Summary
The following Field Trip Activities are curriculum-connected. You are certainly welcome to change, remove or follow the activities to suit the needs of your students.
Flitting Around Worksheet: Yes
Green and Growing
Worksheet: Yes
* Students will review the characteristics of trees and what they need for survival.
* Students continue to compare these living needs across a variety of ecosystems.
Animals Worksheet: Yes
* Students are encouraged to observe, describe, and compare the living needs of animals.
We're Surrounded Worksheet: Yes
* Students will discover and uncover the vast array of living things that surround them.
Was it or Wasn't It?
Worksheet: Yes
* Students will compare and contrast living things with dead and non-living things.
Bodyguard Worksheet: Yes
* Students will explore some ways that animals help plants.
* Students will explore how some animals help plants to reproduce.
Hitchhikers Worksheet: Yes
* Students will explore how animals help plants reproduce through seed dispersal.
8
Places Everyone Worksheet: Yes
* Students will use role playing to help students understand the role plants play in creating shelter and habitat for animals.
9
Master Builders Worksheet: Yes
* Students observe and reflect on how plants provide both the location and the materials to build animal homes.
10
Classified Materials Worksheet: Yes
* Students will come to understand how to classify local plants and animals into groups on the basis of visible characteristics.
Post-field Trip Activities
In addition to a class discussion about trip highlights and favourite acitivities, students may need class time to complete data sheets or to share information about their discoveries.
Student Journals Worksheet: Yes
Web of Life Worksheet: No
1. Students may need class time to go through the journal and ensure each page has been completed as thoroughly as possible.
2. Organize the student journals into a "classroom library". They could then sign out the journals they wanted to read.
3. Select activities from the journal and apply them back at school. For example, ask them to make a classification tree of all the items in their desk.
4. Make comic strips, dioramas, posters, etc. about their trip to the park that use their journals as resource information.
5. Design and construct a bulletin board that posts all the journals once they are fully completed.
Portable Ecosystems Worksheet: No
Ask the students to make a list of all the things they think are needed to build their own provincial park ecosystem. List them according to living things and nonliving things.
Construct a class terrarium containing the elements they think they need. Include plants, water, insects, rocks, sticks, etc.
Chart changes in the terrarium over time.
* How do the plants change?
* How often do you add water?
* How does the terrarium "behave" when placed in different areas in the classroom that provide different needs such as sunlight and heat.
Students could use this portable ecosystem as a source of ideas for classroom work such as story writing and artwork.
This activity demonstrates the interconnectivity of plants and animals in the park. Assign students different animal or plant roles. As the students think of connections between what they are to another student, pass around a ball of string. Continue to pass the string until all of the students in the class are intertwined.. The full program activity description is outlined at the back of the manual.
Scoop on Poop Worksheet: No
This activity is a fun demonstration on how plants depend on animals to disperse their seeds. This exercise makes curriculum connectsion to the Senses, Seasonal Changes, and to the Needs of Plants and Animals. The full program activity description is outlined at the back of the manual.
What's In a Home Worksheet: No
Instruct the students to write stories and draw pictures of different animal homes they saw on the field study, or have a volunteer draw them for the students.
Ask the students:
* Whose home is this? What is it made of?
* Where would you find it?
* How have plants helped this animal build its home?
* Is the animal helping the plant by building this home?
* What living things have influenced the home?
* What non-living things have influenced this home?
Body Sculptures Worksheet: No
This kinesthetic activity reviews and assesses field trip concepts and key terms. The full program activity description is outlined at the back of the manual.
Planning your Field Study in the Park: Teacher Checklist
Give every driver—including the bus driver—a copy of the route map. Make sure all drivers know you are coming to the west end of the Park, near Woodbine!
Prepare yourself
* Modify the activities to fit your lesson plans, students' skill levels and time in the park
* Read the teacher package thoroughly: phone 403-297-7926 if you have any questions.
* Check student health forms, looking for allergies to bee/wasp stings.
Prepare the students
- Do not feed or disturb wildlife: Quietly observe all wildlife from a comfortable distance.
* Discuss how Fish Creek Provincial Park is a wild environment. Discuss the difference between wild and tame animals and environments (coyotes vs. pet dogs, Fish Creek Provincial Park vs. school yard, etc.)
- Leave only footprints: Share discoveries, but leave everything as they found it.
* Discuss behavioural expectations. Explain that the field study will be another school day, just at a different place.
- Pitch in: Litter should be placed in the rubbish bins provided or in a pocket.
All the school rules apply.
- Stay well back from the banks of Fish Creek
* Discuss the purpose of provincial parks and protected areas. Have the class make a list of ways they can show respect for living things during their visit to the park. Possibilities include:
- Leave ant hills, nests and rotting logs alone and intact. They are animal homes.
* Discuss outdoor safety. Students need to:
- Walk with care and mindfullness. When leaving the trails to complete program activities take care to minimize your impact.
- Stay where an adult can see them at all times.
- Keep feet on the ground: no climbing.
*
- Walk, do not run.
- Leave dead branches on the ground: they do not make safe walking sticks.
- Hats, sunscreen, insect repellent.
Discuss what to wear on the field trip
- Runners (not sandals).
* There is nowhere to buy anything here so bring plenty to eat and drink.
- Dress in layers: the forest can be cool in the morning.
* Complete some preparatory activities, either the ones in the next section of this package or some of your own.
Prepare the adults
* Review the park rules with the adults, send the link to the orientation video.
* Please follow the recommended ratios as outlined in your school board regulations. Divide your class into working groups.
* Emphasize the following: there is nowhere to buy anything anything here, including coffee.
* The adults' role is to lead the activities with the same small group of students all day..
Bring
* Student booklets (or journals), pencils.
* A cheque made payable to the Government of Alberta for $4.00 per student (no charge for adults).
* A few bandaids with each adult and your first-aid kit.
Dear Adult Chaperone,
Thank you for volunteering for a field trip to Fish Creek Provincial Park! This excursion allows students to explore, discover and learn in one of the largest urban parks in North America.
Here are a few tips that may help you enjoy your visit:
* Pack a hearty and healthy lunch (snacks and water too!). There are no vending machines or stores onsite to purchase food
* Please dress appropriately for the weather. We will run our programs rain, snow or sunshine
* Ensure that you are aware of what part of Fish Creek the program is taking place. We host educational programs at the WEST end (near Woodbine) and the EAST end (near Deer Run)
* Take a minute to watch this orientation video here
Our staff will be available throughout the day to ensure that you and your group have a safe and educational experience in the park.
You are not expected to be a naturalist or science expert, but a positive attitude goes along way!
Thank you again, we are very excited to see you in the park soon. Warmest regards,
Environmental Education Team
The Needs of Plants and Animals Vocabulary
Ensure that your students are familiar with the meaning of the following terms.
Pollination Palooza!
These activities demonstrate the symbiotic relationship between plants and insects. On a day with appropriate weather, allow the students to play this game outside on the school field. Alternatively, this game can be played as a modified version of "heads up, seven up."
Butterflies: Using their scaly wings, butterflies flit from flower to flower, slurping nectar with their long, straw-like proboscis.
Flowers: Plants are rooted in the ground and cannot move from place to place to transfer their pollen. Flowers lure the butterflies with nectar to move the pollen, which allows plants to make seeds.
Crab spiders: A lie-in wait predator, crab spiders hide in flowers, waiting for butterflies to come.
Outdoor Version (Modified Freeze Tag)
Select 5 crab spiders and divide the rest of the students into flower or butterflies.
The flowers will be in a frozen position, with their arms out like petals to attract the butterfly students. The butterflies can move and must gently rest their hands on the shoulder of the flower for 5 slow head counts to slurp up the nectar.
As the butterflies try to feed, the crab spiders will walk (not run) between flowers to eat the butterflies. If the crab spider catches the butterfly, then that student becomes a flower.
If flower students can get two different butterflies to slurp its nectar, the pollen is transferred and the flower can make a seed. The flower student can then become a butterfly.
Indoor Version (Modified Heads up, 7 up)
Select 5 crab spiders and have the rest of the class put their heads down and their arm extended with one thumb up. Crab spiders will silently point at 5 students with their heads down to be their "hiding place".
Verbally call 7 students to stand up and become butterflies; ensure these are different students than those chosen by the crab spiders. The butterfly students will tap the thumbs of the "flowers" that are sitting down. Instruct the students to open their eyes, and the 7 pollinated students to stand up. As the students who have their thumbs tapped guess their pollinators, if they guess correctly, they become the butterflies and the other butterfly sits down.
If the crab spider selects the same flower as the butterfly, the butterfly sits down and the crab spider is now the butterfly.
Follow-up Questions:
Can flowers move? How can they transfer their pollen to make a seed if they cannot move? (assisted by butterflies) What does the insect get from the relationship? (nectar, food to survive)
What are other pollinators that assist flowers? (bats, hummingbirds and bees)
Colour Mixing
This activity explores seasonal changes, colour mixing and the needs of plants to prepare the students for their field trip.
In this exercise, students will observe how tree roots absorb water while learning about mixing primary colours to create secondary colours.
Materials:
* 9 glass containers or cups
* food colouring (red, blue and yellow)
* cloth or paper towel
* water
In the spring, trees in the park wake up from being inactive in the winter. The warm weather means that trees can make their own food using sunlight, water and air!
All plants need water to live. The roots of a tree slurp the water up from the ground, up into the trunk and then up into the leaves.
(Optional: you can get your students to act like a tree, with slurping sounds to absorb water at their toes, rising up the water and then putting their hands in the air to shake their "leaves").
Root Colour experiement:
1. Add water and food colouring to 6 glasses (2 red, 2 yellow, 2 blue)
2. Add plain water to 3 glasses
3. Place the cloth or paper towel in the water of the red and yellow glasses, with the other end sticking in a water glass.
4. Repeat this process for the other containers (yellow and blue; blue and red)
The paper towel or cloth acts just like a tree root, it absorbs the water and pulls it up (called the capillary effect).
The coloured water from the glasses have mixed together in the clear middle glass.
* What colour did red and yellow make?
* What colour did yellow and blue make?
* What colour did blue and red make?
Extension activity: Add a stalk of celery to the container and watch as the connective tissue slurps up the water. Eventually, the leaves of the celery will change colour!
Web of Life
Ask a group of about 10 students to sit in a circle. Give each student a name tag they can wear or stand up in front of them. The name tag could indicate something they saw or learned about when they visited Fish Creek Provincial Park. As the leader you should play the role of the sun because it is central to all living things.
1. Using a large ball of string or yarn, pass the ball from you, the sun, to someone else in the circle, being sure you hold onto your end of the string.
2. As you do this explain how you are connected. Review and reinforce what they learned on the field study about connections between and amongst animals and plants.
Leader:
"I am the sun. I'm passing the ball of string to the white spruce because I give the white spruce heat and light so it can produce its own food. For this reason we are connected."
3. Then the child who is the white spruce passes the ball of string to someone else stating how they are connected.
White Spruce:
"I am the white spruce. I'm passing the string to the squirrel because the squirrel uses the tree to live in and store food in. The squirrel also helps me by spreading the seeds around."
4. Continue this until everyone is connected to everyone else, or interest starts to wane. Then discuss what the web means.
5. The leader pulls on their connection with one other animal or plant and asks if anyone feels the tug. Most will. This demonstrates that all things are connected.
6. Ask what would happen if some part of the "environment" were removed. For example, birds ate all the insects. Ask the "insects" in the web to drop their strings. What happens to the web?
What would happen if someone:
* Picked all the flowers?
* Caused a forest fire?
* Caused a lot of damage as they walked through the forest?
* Polluted the water with fertilizer or litter?
In each case significant damage would happen to the web.
Scoop on Poop
This activity is a fun demonstration on how plants depend on animals to disperse their seeds. This exercise makes curriculum connectsion to the Senses, Seasonal Changes, and to the Needs of Plants and Animals.
Materials:
* Bakers Chocolate or Dairy Milk chocolate bar
* Spoon
* Raspberries or Pumpkin seeds
* Opaque Bowl
* Picture of a bear
1. Before the demonstration, melt the chocolate in the bowl. Mix the seeds into the chocolate until the mixture is consistent.
2. Show the students a picture of a grizzly or black bear.
3. Bears use their 5 senses to meet their needs of food, water and shelter. Grizzly and black bears have an amazing sense of smell to find their food. In one day, a grizzly bear can eat 250, 000 berries!
4. Bears walk long distances in the mountains. They are searching for enough food to survive 100 days without food as they sleep in the winter.
Questions:
* What does the word hibernation mean?
* What are the five senses that a bear has to find food, water and shelter?
The roots of a plant keep the berry bushes in one place. Plants can't move, so they need help moving their seeds from one place to another.
* Why are berries brightly coloured? (to attract using the sense of sight)
* Why are berries yummy? (to attract animals using the sense of taste)
* Why do berries have a nice smell? (to attract animals using the sense of smell)
Bears use their sense of smell, sight and taste to find berries. Once they eat lots of berries, they carry them in their stomachs as they walk. Then, they will go POOP!
5. Show the students the chocolate-seed mixture.
After the giggling and "ews" subside, explain to the students that the bears spread the berry seeds as they poop. The bear gathers energy that they need for winter hibernation, and the berries get the seeds put in new places, with extra fertilizer!
Remind students to never eat berries in the park because it is food for the animals. Some berries can make humans sick!
Optional: Tell the students that the "bear poop" is actually chocolate. Brave students can use their sense of taste to sample the creation.
Recommended Storybooks:
Black Bear Cub at Sweet Berry Trail - a Smithsonian's Backyard Book (Mini book). 2008. Laura Gates Galvin
Body Sculptures
This activity shows what characteristics (visual and behaviour) the students understand about an event. It can be played individually or in groups.
Individually
Ask the students to spread out. Tell them they must act out the word you say. Then use terms, concepts or skills learned during their field study as the items they should act out.
For example:
* Act like a non-living item.
* Act like a plant breathing.
* Act like an insect pollinating flowers.
Groups
Tell the group they must work together to act out these concepts or skills.
For example:
* As a group act like a food chain that shows how energy is passed from the sun to plants to animals.
* As a group show how plants provide shelter for animals.
* As a group show how animals help spread seeds around.
Green and Growing
For each section
, circle
the pictures below
that apply to
plants.
2
How do plants breathe?
How do plants continue their
lifecycles?
Where do plants get their energy?
leaves
lungs
gills
sun
plants
animal
seeds
eggs
babies
8
Master Builders
Circle
the plant parts you saw used to make animal
homes. Practise
writing
the name of the home beside
the part you circled.
sun
moss
live branch
litter
sticks
needles
soil
water
bush
tree
Trail Map
Directions Map | <urn:uuid:9e1d40be-e150-44a6-b905-3f6a19f90ed3> | CC-MAIN-2019-04 | https://albertaparks.ca/media/6494365/fishcreekpp-thrivingtogether.pdf | 2019-01-16T16:38:19Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00298.warc.gz | 436,139,482 | 6,192 | eng_Latn | eng_Latn | 0.986403 | eng_Latn | 0.998841 | [
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Lesson 4: The Couch Potato Blues
TEKS: Prekindergarten
Social and Emotional Development Domain:
1.B.2.a Child begins to understand difference and connection between emotions/feelings and behaviors.
1.B.2.b Child can communicate basic emotions/feelings.
Listening Comprehension Domain:
II.A.2 Child shows understanding by following two-step oral directions and usually follows three step directions.
Vocabulary Domain:
II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions.
II.D.5 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases.
Reading Domain:
III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
Fine Arts Domain:
VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments and moving to rhythms.
Physical Development Domain:
IX.C.3 Identifies good habits of nutrition and exercise.
Objectives:
* Students will explore the fact that all people have feelings.
* Students will describe at least two healthy ways to act in response to his or her own feelings.
* Students will describe and name four different emotions.
Activities:
1. Introduce the Video (5 minutes)- The Couch Potato Blues video and discussion.
2. Shared Reading (15 minutes) – Explore the book, Today I Feel Silly & Other Moods That Make My Day, and discuss different emotions presented in the story. (Author: Jamie Lee Curtis)
3. Circle Time: Exploring Emotions (15 minutes) – An exercise that helps students see that physical activity and emotion might be connected.
4. Circle Time: Emotions and Food: Someone's Grumpy! (10 minutes) – A play to emphasize the importance of eating a healthy breakfast.
5. Points to Ponder (5 minutes) – Options for further discussion.
6. Extension Activities (10 to 20 minutes) - Further exploration of concept.
7. Family Activity (15 to 20 minutes) – Family activity to be done at home and reported about at school.
Materials:
Introduction- Video: The Couch Potato Blues, chart tablet, markers
Shared Reading: Book: Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis
Exploring Emotions: chart tablet, markers, brain builder vocabulary words on sentence strips
Emotions and Food: Someone's Grumpy!: two classroom puppets
Extension Activities:
Facial Expressions: camera, printer, glue, scissors, pencils, cardstock paper
Every Face is Unique: glue, scissors, paper plates, old magazines, pencils
Displaying Emotions: vocabulary words and picture cue cards on sentence strips: happy, sad, angry, scared, silly, tired, mad, cranky, excited
Emotions Game Cards: cards with emotions (pictures and words)
Puppet Play: premade popsicle stick puppets of SP, Yukon, Russet, and Sugar Baddie
Family Activity: scissors, glue
My Many Colored Days by Dr. Seuss; crayons, paper, magazines,
:
Pedagogy
Remember to use Bloom's Taxonomy and Gardner's Theory of Multiple Intelligences. In this lesson, you might ask students to DEMONSTRATE what a "couch potato" is and COMPARE those actions to a favorite athlete's physicality (Bloom). Alternatively, for a logical/mathematical style of learner (Gardner), you might suggest that the student create a timeline that plots his or her moods throughout the day.
Did You Know?
* Drinking just one 20-ounce can of a sugary drink per day can result in a person gaining 25 extra pounds each year. 1
* The carbohydrates in oatmeal trigger the body's release of serotonin which is a hormone that relaxes you. 2
Brain Builder Vocabulary:
excited emotions
tired angry
sad mad
scared
Other Resources:
Glad Monster, Sad Monster
How Are You Peeling? Foods with Moods by Saxton Freymann and Joost Elffers
The Feelings Book by Todd Parr by Ed Emberely and Anne Miranda
My Many Colored Days by Dr. Seuss http://kidshealth.org/kid/feeling/
What Do You Do With a Problem? By Kodi Yamada
The Couch Potato Blues
Introduction (5 minutes)
1. Before you watch the video, welcome the students by saying, "Hello boys and girls. Today we are going to visit with the potatoes and learn more about our own bodies." Introduce the book and the poster with the song lyrics.
2. Watch The Couch Potato Blues video.
3. In the classroom, post the words to The Couch Potato Blues on a chart. Chant the words together as a class.
4. After you co-view the video, ask, "What was the message in the video?" This time write their responses down. As you review their responses, make any clarifying points about the intended message.
5. Invite the students to sing along and dance along to the song with you. When done, ask them, "How do you feel after singing and dancing to that song?"
6. Encourage your students to consider physical activity as a different response to a challenging mood. Explore with the students the following questions:
- After running around outside or playing at recess, how do you feel?
- Do you think physical activity affects how you feel? Discuss how they deal with emotions.
- What helps to cheer you up when you are sad? Would playing with a friend help?
- When you are angry or sad, how do you act? When you are sad do you pout? When you are angry do you yell?
- How do you calm down when you are angry? Would shooting baskets or running help?
Shared Reading (15 minutes)
Materials: Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis
1. Do a "picture walk" as you share the cover, title, author and illustrator and browse through a few pictures with the children. Ask them to share their thoughts about what they think the story might be about.
Encourage the children to make observations about the book.
Describe what you see on the cover and talk about the parts of the book: the cover, the back and the spine.
2. Read the book Today I Feel Silly & Other Moods That Make My Day by Jamie Lee Curtis.
3. Encourage the children to make observations about what the book was about and to talk about the characters.
Exploring Emotions (15 minutes)
Materials: chart tablet, markers, brain builder vocabulary words on sentence strips
1. Talk about the physical activities that the girl enjoyed.
3. Act out the emotions from the video.
2. Act out the emotions that were introduced in the story.
4. Act out the emotions from the brain builder vocabulary words.
Emotions and Food: Someone's Grumpy! (10 minutes)
Materials: two classroom puppets
Choose two puppets that you can use to speak with your students about health and nutrition. One puppet should portray a cranky attitude and the other should be ready to play!
Puppet 1:
I’m really happy to be at school today so that we can play together. What do you want to do first?
Puppet 2: Nothing. I want to sit here.
Puppet 1:
Oh, I think that you might be upset. Do you want to build a puzzle together?
Puppet 2: NO! I don't want to! I just want to SIT alone.
Puppet 1: Oh, okay. We can play with the blocks together and build a tower.
Puppet 2: NO! I don't want to play today.
Puppet 1: I would like to play with you and there are a lot of fun things that we can do together. I woke up this morning, ate oatmeal and bananas, and was really looking forward to playing with you. I'm happy you came to school today too. You sound grumpy. Why aren't you happy?
Puppet 2: I woke up late today and so did everyone else. We were in a hurry because we were running late and I didn't get to eat breakfast.
Puppet 1: Oh! Breakfast is super important. Remember what Mrs. XX said, "Breakfast gives us energy that we need throughout the day."
Puppet 2: I wish I had eaten breakfast. My stomach feels empty and it is growling. I just want to sit and not do anything.
Puppet 1: It's almost snack time. I know we're having apples and oranges today. Eating fruit will give you energy and help you to feel better.
Puppet 2: That sounds delicious. I'll remind my mom and dad how important it is for us to eat breakfast every morning.
Puppet 1: Look, it's time to clean up.
Puppet 2: That means it is time for healthy snacks! I can't wait.
Points to Ponder (5 minutes)
1. How do you feel when you skip breakfast?
2. Have you ever felt sick after eating too much ice cream or too many cookies?
- Many people feel GROUCHY if they skip breakfast. Do you listen to your body when it tells you that you are hungry?
- What did you do about it? How do you know when your stomach is full?
4. It can be hard to resist all unhealthy snacks. It is important to be aware of what you are eating. For example, if you eat cake and ice cream at a birthday party, don't go back for a second serving. If you choose a soda, skip the dessert.
3. Candy and sweets can give you a fast boost of energy, but it won't last long and you could end up with an energy crash. High fiber snacks with protein give you a steady supply of energy without the crash.
Extension Activities:
Writing Center: Facial Expressions (15 minutes)
Materials: photos from magazines of different emotions, glue, scissors, pencils, white cardstock paper
* Gather a collection of facial expressions from magazines that capture facial expressions during various activities (e.g. at lunch, on a playground). Glue them on squares of cardstock. Turn the pictures face down; align them in 3 rows. The children will take turns as they turn over two cards at a time to try to match people who have similar facial expressions. Ask the students to describe the emotion and to imitate it.
Writing Center/Art Center (15 minutes)
Materials: glue, scissors, paper plates, old magazines, pencils
* Give each student a paper plate. The children will look for faces in magazines. They will cut out eyes from one picture, a mouth from another, a nose, hair, etc. They will glue the eyes, mouth, nose, hair to the plate. They will then write a sentence to describe the emotion that they created; help them as is needed. Encourage them to be as descriptive as possible and to describe a time when they felt that emotion.
Dramatic Theater (20 minutes)
Materials: vocabulary words and picture cue cards on sentence strips: happy, sad, angry, scared, silly, tired, mad, cranky, excited
Students will participate in a word/picture theater. Each child will pick a partner and one person will be the actor and the second person will be the one who guesses. Like charades, no one will be able to speak. The people who are guessing will turn their backs so that they can't see you. The actors should stand where they are facing their partners and can also see you as you hold the words and picture cards.
The actors will act out the cues. Cue the children, "I will show the actors a word or picture that describes an emotion. Actors, I want you to act out the emotion. You can use hand motions and body parts, but you cannot speak. When your partner guesses the word, sit down and wait for the others to identify the emotion."
Table Games: Emotions Game Cards (15 minutes)
Materials: cards with emotions (pictures and words); unpleasant emotions: fear, anger, sadness, jealousy; pleasant emotions: joy, happiness, pride
1. Sort the cards into two groups: pleasant or unpleasant emotions. Talk with the child about how they determined which category to put it in. Work together to identify things that they can do to change an unpleasant emotion into a pleasant emotion.
2. Place all of the cards on the table. The adult will tell a first person story using one of the emotions. The student will identify the emotion that is being described. Share with the children an opportunity to create a story too.
3. It is important to talk with children about not only naming emotions, but honoring feelings too. It is okay to be angry, sad or jealous. You can help the child learn new skills how to move in and out of the feeling.
Dramatic Center: Puppet Play (15 minutes)
Materials: premade popsicle stick puppets of SP, Yukon, Russet, and Sugar Baddie
Students can role play scenarios of what they recall and have learned from the characters in the project: SP, Yukon, Russet and Sugar Baddie. Talk with the children about how the characters were plucked from the school garden, how they discovered how their bodies can move, and the effects of refined sugar. They can also talk about how they feel in relation to these (scared getting pulled up, excited to move, or regret after eating too much junk food).
Family Activity:
Materials: My Many Colored Days by Dr. Seuss; crayons, paper, magazines, scissors, glue
Encourage the families to visit the public library and check out the book My Many Colored Days by Dr Seuss. After reading the story, ask each member of the family to select a color that expresses an emotion that they recently felt. The family will make a poster by drawing a picture, writing words, or pasting pictures, to depict their expression or how they felt. The children will bring the poster, created by the family, to share with the class.
Print this letter to share activity ideas for families to explore at home.
Dear Families,
In our class, we introduced the children to The Healthy Kids Project, brought to you by
KLRN Public Television and Gottalook Productions. We explored the video,The Couch
Potato Blues. (View it at: www.klrn.org/healthy-kids.)
The family activity will allow your family to explore feelings. Encourage your child to share what they learned at school. Also, your child will be asked to share a poster
project that your family will do together at home.
It is important to talk with your child about emotions and expressing those emotions. I
encourage you to visit your public library and check out the book My Many Colored
Days by Dr Seuss and
What Do You Do With a Problem by Kodi Yamada.
1.
2.
After readingMy Many Colored Days
, ask each member of the family to select a color that expresses an emotion that they recently felt. Work as a family to
make a poster. You can draw a picture, write words, or paste pictures, to depict their expression or how they felt. Your child will bring the poster, created by the
family, to share with the class.
After reading,
What Do You Do With a Problem, share examples of times in
your life when you were having a problem and figured out how to see the opportunity inside of it. Make sure to talk with your child about how you handled
uncomfortable feelings too.
Choose health. It feels great! | <urn:uuid:f4fc6714-9498-40e5-a468-50917bf80fa4> | CC-MAIN-2019-04 | http://pbs.bento.storage.s3.amazonaws.com/hostedbento-prod/filer_public/KLRN/downloads/healthy_kids/K_L4_PreK_The_Couch_Potato_Blues.pdf | 2019-01-16T16:17:22Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00301.warc.gz | 166,969,119 | 3,266 | eng_Latn | eng_Latn | 0.996933 | eng_Latn | 0.998857 | [
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Castle School
English Policy
Philosophy
At Castle school, we aim to create a safe, happy and interactive environment which is geared towards enhancing learning through independent exploration, peer interaction, supportive adults and high expectations; this means that all students can make progress and excel in English.
Aims
In English, we aim to develop abilities in fundamental skills within an inclusive programme of Reading, Writing and Speaking and Listening. Pupils have the opportunity to generalise these skills throughout the curriculum and linked to key life skills. All staff at Castle School recognise the importance of reinforcing these key concepts and encourage the development of these basic English skills.
Our aims for Teaching and Learning in English are:
Speaking and listening
* To listen attentively and be able to follow instructions
* To provide opportunities for children to communicate using their preferred method of communication
* To encourage the interaction with others in paired, small group and whole class situations.
* To support confident and independent thinkers who can develop and express more complex thoughts and ideas.
Reading
* To develop early reading skills through phonics and spelling activities, whole word recognition, symbols and reading for meaning.
* To encourage a love and enthusiasm for reading through text, drama and a sensory approach.
* Fluent readers who show an understanding across a wide range of texts and contexts
* To read for different purposes e.g. for pleasure, for information, to explore the views and attitudes of others, to follow instructions.
* To develop a range of reading strategies across a range of texts
Writing
* To produce purposeful marks and understand that they convey meaning
* To develop fine motor skills through a range of multi-sensory activities
* To develop a positive approach to writing
* To write clearly and legibly in recognizable genre and text types and for different purposes
* To use a variety of means of recording their responses - (pictures, symbols, and information technology.)
Teaching and Learning
The English curriculum is delivered using a bespoke framework which is related to attainment and not the child's age. We aim to ensure that that there is a clear progression through the school starting from Early Years Foundation Stage and progressing through National Curriculum and into accreditation and exams. Below is a table of possible pathways;
Early Years Foundation Stage
P levels
National Curriculum
Key Stage 4
Entry Level Life and Living
Sixth Form
Living Texts Functional Skills
Update January 16
Primary Planning
The long term planning in Primary English is a two year cycle of 4 topic related books per term, and this is part of a cross curricular core subject's morning, including English, Maths, Computing and PSHE. The medium term plan consists of a scheme of work for each story, which highlights activities ranging from P4 to National Curriculum level 2. Short term planning is then differentiated by class teachers to suit the learning styles and abilities of pupils in individual classes.
Key stage 3 Planning
The long term planning in Key Stage 3 (KS3) is a three year cycle consisting of 1 topic per term. The medium term plan is a scheme of work based around a genre of text or poetry which is based on P5 to National curriculum level 4. A weekly plan is differentiated and adapted to individual learning styles by the English teacher.
Key Stage 4 and Sixth Form Planning
Long term planning is based on the accreditation for individual pupils. This is divided into Entry Level 1-3 (KS4), Life and Living (KS4) and Living Texts (KS5). A medium term plan is created through using a text, and coursework is planned for the appropriate accreditation. The coursework is linked to the three strands in English: writing; reading; and speaking and listening. The short term planning is a weekly plan which highlights specific learning outcomes relating to the coursework which are differentiated to support learners accessing the different levels.
Approaches to Speaking and Listening
* PECS
* Intensive Interaction
* Makaton
* Identiplay
* Drama and role play
* Attention Autism
* Switches
* Group Discussions
* (AAC) IPad, super talker, talking books
Approaches to Reading
* Phonics (letters and sounds) spelling
* Individual Reading
* Whole word reading
* Reading schemes and monitoring
* Guided reading
* Links with home (books, library, recording, homework., flashcards)
* Story sacks
* Sensory stories
* Living paintings (visual impairment)
* Braille/ apex
Approaches to Writing
* Shape coding
* Colourful semantics
* Mind mapping
* Shared writing
* Handwriting SOW
* Emergent writing
* Independent writing
*
Fine motor skills
* Clever fingers
Cross curricular links
In Primary, English is taught as part of a core morning which links maths, computing and PSHE through the use of the same book. These links between subjects make learning more meaningful and enjoyable for the children, and allows them to retain a greater understanding of the topic and related vocabulary.
In Secondary, key skills such and handwriting and reading are planned across the curriculum for pupils to practise, apply and transfer to all of their lessons. Tutor time gives students the opportunity to apply and practise skills learnt across the curriculum and allows time for the class team to assess reading skills.
Use of Computing
We understand the importance of using a broad range of ICT in lessons. Students are given the opportunity to use computers to word process, make power point presentations, follow instructions, access interactive activities such as phonics and songs and videos. Computing is an effective tool that is used in English for Teaching, Learning and Assessment.
Assessment and Target Setting
We assess progress through termly Personalised Learning Targets (PLT) which are individualised for each pupil as their next steps. These are closely matched to the learning outcomes and success criteria in lessons. Daily formative assessment is made to analyse small steps of progress, misconceptions and next steps in planning. Teachers make a summative assessment annually in all three strands.
Primary
Secondary
Most of the students in Secondary choose their own PLT target through highlighting and finding their own next steps. They then track their own progress through stickers in their books to show when they meet a target. Adults support this through annotation and setting relevant areas for development.
For those students who don't pick their own targets, the P level assessment folder is used to highlight where they are and to select a relevant target. This is assessed through annotation and picture and video evidence in books and recorded on the P level assessment sheet so that a new PLT can be chosen.
Links with Other Agencies
* Speech and Language Team – work with individuals and groups of children. They work with staff to share ideas and target setting which informs planning and outcomes.
* Visual Impairment Support – differentiated materials prepared (e.g brailled resources, pre-braille clever finger skills, living pictures sessions) by specialist Level 3 and 4 TAs.
* Reading Intervention – specialist TAs (Teaching Assistants) working with targeted individuals on a specific reading programme which is assessed and monitored by class teachers.
* Specialist Level 3 Interventions – support with speaking and listening activities, early play skills, running small group guided reading sessions.
Leadership and Management
Subject delivery is monitored through Learning Walks with the senior management team, moderation meetings within school and across the county and the delivery of schemes of work to support planning.
The English coordinators plan for resources and curriculum development through the Annual Development Plan which allocates a budget and key areas to be addressed through the year. This is monitored by the Deputy Head and through the Performance Review Process.
Appendices
A – English in Action Presentation
Monitoring and review
This policy will be reviewed and updated by the co-ordinators every two years. It will be monitored by the Deputy Head teacher and approved by the Governing body in October 16.
The Next review is Spring 18 for approval in Autumn 18. | <urn:uuid:6655a05b-8c8a-4ac1-b069-5d8e8cd5f4ef> | CC-MAIN-2019-04 | https://www.castleschool.info/_site/data/files/documents/C9AF23E1AE4C80B78CE577E02DBC5118.pdf | 2019-01-16T16:15:27Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00301.warc.gz | 734,462,225 | 1,619 | eng_Latn | eng_Latn | 0.996669 | eng_Latn | 0.997149 | [
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ICT POLICY
Author: SWD, AKJ, MS
Review: June 2018
Date of Next Review: June 2019
Introduction
Wychwood School believes that Information and Communication Technology has an impact on the lives of all individuals both at home and in the community and it is essential that our pupils are encouraged, and helped, to take advantage of its opportunities and understand its effects. Therefore, it is important that, as a school, we provide every opportunity to develop their skills, knowledge and understanding in ICT, providing them with the best possible choices and opportunities in later life.
ICT is a cross-curricular competence and ensuring that all subject staff are confident in the use of information technology is a priority. Staff competencies vary and Wychwood recognises the need to continue developing this area so that all our staff are comfortable with not only curriculum programmes for pupils and effective delivery of their subject areas, but also in recognising and using ICT as an administrative tool for assessment, recording and reporting procedures.
This policy has been produced in order to develop and maintain a whole-school approach to ICT, ensuring continuity and purpose.
Aims
ICT has a part to play in achieving many of the school's goals. We aim to provide a flexible and motivating curriculum that is broad, balanced and relevant to each pupil's needs. Through a childcentred approach, we aim to ensure that each pupil has opportunities to progress and to achieve educational goals in line with her ability.
The School's aims for ICT are:
1. To encourage pupils to gain confidence and enjoyment from their ICT activities and to develop skills which extend and enhance their learning through the curriculum.
2. To develop pupils' awareness of the use of ICT, not only in the classroom, but also in everyday life.
3. To provide pupils with an opportunity to use a variety of hardware and software systems.
4. To allow pupils to evaluate the potential and limitations of ICT
5. To encourage pupils to become independent users of ICT, helping them with their learning across the curriculum.
KCSIE
2018
Annex C
6. To facilitate further staff development.
Equal Opportunities
All pupils, regardless of ability or learning needs should have the opportunity to develop ICT competence. Through assessment and monitoring we will be able to assess how equality of access and performance is being met. We will ensure that all pupils:
- have equal access to ICT resources
- use software that is appropriate to their ability
- have equal opportunity to develop ICT capability
ICT training will be available to all staff. New members of staff will be given instruction on how to access and appropriately use the computer systems.
Professional Development
The development of ICT INSET is imperative if all staff are to:
- understand the capabilities of ICT and be familiar with new developments;
- learn how to use hardware and software effectively;
- identify opportunities in their schemes of work for using ICT;
- use ICT in their lessons;
- assess pupils' computer-based work;
- troubleshoot effectively;
- use ICT for their own administration;
- develop their skills portfolio.
Staff development will be provided through in-house training, or courses run by recognised providers.
Health and Safety
The School has a Health and Safety Policy which takes account of ICT. Pupils and staff are made aware of Health and Safety issues such as the need to take regular breaks if spending any length of time on the computers. Appropriate seating will be provided for use with desktop computers. They are also informed of the arrangements if they hear a fire alarm. The following guidelines must also be adhered to:
- Equipment is kept in good working order;
- Pupils should as far as possible be supervised when using electrical equipment;
- Equipment should be situated away from water;
- All plugs, leads and equipment should be checked regularly and tested for electrical safety;
- Pupils should not be allowed to carry equipment.
E-Safety and Acceptable Use
In order to create a safe working environment, the School will, as far as possible:
1. protect pupils from controversial/undesirable material;
2. protect pupil privacy;
3. protect copyright;
4. protect ICT systems from misuse;
5. protect pupils from bullying;
6. protect pupils from extremist materials and content;
The areas of risk are seen to be
* content: being exposed to illegal, inappropriate or harmful material
* contact: being subjected to harmful online interaction with other users
* conduct: personal online behaviour that increases the likelihood of, or causes, harm.
To ensure this:
- Each pupil will have her own individual login ID to the school network.
- Teachers with ICT equipment within their subject areas will be responsible for monitoring its use.
- Computers will at all times be set up and ready for use in the ICT suite and classrooms.
- Pupil access to the internet will be monitored by staff during lesson and prep times.
- Pupils will be made aware of the need for the appropriate use of the facilities and that their use of the internet can be monitored by the ICT Manager. This is especially important when close supervision by staff is not possible, for example, at evenings and weekends. Abuses of the School's protocols is reported to the Head who will then take appropriate action.
- Other than for pupils in Study, the School will only allow access to the internet via filters which remove unsuitable material;
- Study will be allowed access to the internet where filtering will be "By Exception" i.e. specific web sites will be blocked only when it is clear that they appear to be inappropriate.
- Pupils in Study and those with special permission will be allowed to use their own laptops – but essentially in "stand-alone" mode – i.e. they may not connect directly to the School's networked facilities but may be given limited access to some services as considered appropriate.
- Personal laptops must be checked by the ICT department before being connected to the School's wireless system.
- Staff, pupils and parents will sign the appropriate ICT, mobile phone and internet Usage Policy.
Staff will be allowed unfiltered access to the internet but should be aware of their professional responsibilities when using the ICT systems. In particular, they should ensure that they:
- use the ICT systems in a manner that is compatible with their professional role
- do not send offensive material through the School's email system
- do not access information that is offensive and / or inappropriate for use in a school
- respect system security by not disclosing passwords or security information
- do not open an email attachment without having it virus checked
- do not install hardware or software without permission
- keep personal data secure and only use it appropriately
4
Monitoring, Evaluation and Review of Policy
The effectiveness of this policy will be monitored by the network Manager, ICT teacher and members of the SMT. The Board of Governors will be made aware of any significant issues relating to the policy or to ICT generally.
Use of Mobile Phones
Smart phones are ubiquitous and Wychwood School believes that pupils should be taught to manage their mobile phones safely and to use them with good manners. Our city setting and wide area from which pupils travel into Wychwood presents challenges when it comes to communications. The School recognises that personal communication through mobile technologies is an accepted part of everyday life but that such technologies need to be used well.
Wychwood School accepts that parents/carers give their children mobile phones to protect them from everyday risks involving personal security and safety. There is also increasing concern about young women travelling alone on public transport or commuting long distances to school. It is acknowledged that providing a young woman with a mobile phone gives parents reassurance that they can contact their child if they need to speak to them urgently.
Responsibility
Wychwood School expects that pupils who bring mobile phones to school to abide by the guidelines outlined in this policy.
The decision to provide a mobile phone to their children should be made by parents or guardians. It is incumbent upon parents and guardians to understand the capabilities of the phone and the potential use/mis-use of those capabilities. We ask parents not to provide more than one mobile phone to any pupil.
Parents/guardians should be aware if their child takes a mobile phone to school and should ensure that it is insured adequately. Household or specialist insurance will provide the required cover in the event of loss or damage but Wychwood School is not responsible for supplying this. The School cannot accept responsibility for any loss, damage or costs incurred due to its use.
Pupils are responsible for keeping the School informed of their current mobile phone to aid return if lost within school.
Parents/guardians are reminded that in cases of emergency, the school office remains a vital and appropriate point of contact and can ensure your child is reached quickly and assisted in any relevant way. Passing on messages through school reception also reduces the likelihood of disrupting lessons inadvertently.
Acceptable Uses of Mobile Phones
Mobile phones should be switched off and kept out of sight during classroom lessons and while moving between lessons. The School operates a See it, Hear It, Take it policy except for afternoon registration and in tea time. Parents/guardians are requested that in cases of emergency they contact the school first so we are aware of any potential issue and may make the necessary arrangements.
KCSIE 2018 para 45, 49, and Annex A
While on school premises at afternoon registration only, pupils should use soundless features such as text messaging, answering services, call diversion and vibration alert to receive important calls.
Mobile phones should not be used in any manner or place that is disruptive to the normal routine of the school (see below).
Pupils should protect their phone numbers by giving them only to close friends and keeping a note of who they have given them to. This can help protect the pupil's number from falling into the wrong hands and guard against the receipt of insulting, threatening or unpleasant voice, text and picture messages via text, e-mail or apps.
The School recognises the importance of emerging technologies present in modern mobile phones e.g. camera and video recording, internet access, MP3 and MP4 playback, blogging etc. Some teachers may wish to utilise these functions to aid teaching and learning and pupils may have the opportunity to use their mobile phones in the classroom. On these occasions pupils may use their mobile phones in the classroom when express permission has been given by the teacher. The use of personal mobile phones in one lesson for a specific purpose does not mean blanket usage is then acceptable.
In prep girls may use electronic dictionaries or their mobile phones for translation purposes. Staff retain the right to check internet-enabled devices for appropriate usage. They may be confiscated if usage is inappropriate.
Unacceptable Uses of Mobile Phones
Unless express permission is granted, mobile phones should not be used to make calls, send SMS messages, surf the internet, take photos or use any other application during school lessons and other educational activities or public events such as assemblies, lectures, concerts, services, meals etc.
The Bluetooth function of a mobile phone must be switched off at all times and not be used to send images or files to other mobile phones.
Mobile phones must not disrupt classroom lessons with ring tones, music, vibration or beeping. They should be turned off during lesson times.
Using mobile phones to bully and threaten other pupils is unacceptable. Cyber bullying will not be tolerated. In some cases it can constitute criminal behaviour. If the use of technology humiliates, embarrasses or causes offence it is unacceptable regardless of whether 'consent' was given.
It is forbidden for pupils to "gang up" on another pupil and use their mobile phones to take videos and pictures of acts to denigrate and humiliate that pupil and then send the pictures to other pupils or upload it to a website for public viewing. This also includes using mobile phones to photograph or film any pupil or member of staff without their consent. It is a criminal offence to use a mobile phone to menace, harass or offend another person and almost all calls, text messages and emails can be traced.
Mobile phones are not to be used or taken into changing rooms or toilets or used in any situation that may cause embarrassment or discomfort to their fellow pupils, staff or visitors to the school.
Should there be more than one disruption to lessons caused by a mobile phone, the responsible Pupil may face disciplinary actions as sanctioned by the Head. This may include a mobile phone ban in school
It is unacceptable to take a picture of a member of staff without their permission. In the event that this happens the pupil will be asked and expected to delete those images. There may then be further sanctions for disobedience.
Theft or damage
Pupils should mark their mobile phone clearly with their names.
Pupils who bring a mobile phone to school should leave it locked away in their locker/bag when they arrive. To reduce the risk of theft during school hours, pupils who carry mobile phones are advised to keep them well concealed and not 'advertise' they have them.
Mobile phones that are found in the school and whose owner cannot be located should be handed to the school office.
The School accepts no responsibility for replacing lost, stolen or damaged mobile phones.
The School accepts no responsibility for pupils who lose or have their mobile phones stolen while travelling to and from school.
It is strongly advised that pupils use passwords/pin numbers to ensure that unauthorised phone calls cannot be made on their phones (e.g. by other pupils, or if stolen). Pupils must keep their password/pin numbers confidential. Mobile phones and/or passwords may not be shared.
Lost and stolen mobile phones in the U.K. can be blocked across all networks making them virtually worthless because they cannot be used. In the event of a loss or theft the School will assist in arranging blocking.
The use of 'Find my Phone' applications where available is strongly encouraged.
Inappropriate conduct
Mobile phones and wearable technologies (e.g. iWatch) are banned from all examinations. Pupils are expected to hand phones to invigilators before entering the examination hall. Any pupil found in possession of a mobile phone during an examination will have that paper disqualified. Such an incident may result in all other examination papers being disqualified.
Any pupil who uses vulgar, derogatory, or obscene language while using a mobile phone will face disciplinary action.
Pupils with mobile phones may not engage in personal attacks, harass another person, or post private information about another person using SMS messages, taking/sending photos or objectionable images, and phone calls. Pupils using mobile phones to bully other pupils will face disciplinary action. [It should be noted that it is a criminal offence to use a mobile phone to menace, harass or offend another person. As such, the School may consider it appropriate to involve the police.]
Pupils must ensure that files stored on their phones do not contain violent, degrading, racist or pornographic images. The transmission of such images is a criminal offence. Similarly, 'sexting' – which is the sending or receiving of personal sexual imagery – is also a criminal offence.
Girls should not use headphones in school. Girls found using internet-enabled devices inappropriately will have these removed. They will be given to the Form Teacher by the duty staff together with an explanation of why the device was removed. Devices are usually
confiscated for three days for a first offence. Sanctions for further offences will depend on how soon after the first offence the second or third takes place.
Sanctions
Pupils who infringe the rules set out in this document could face having their phones confiscated by teachers. If the phone is being used inappropriately the pupil must give it to a teacher if requested.
Further or regular infringements of the mobile phone code of conduct may result in a ban on bringing a mobile phone to school.
If failure to heed the rules set out in this document may result in an alleged incident – of a serious nature – being referred to the police for investigation. In such cases, the parent or guardian would be notified immediately.
The Confiscation Rules on mobiles phones are as below:
The member of staff will place it in the confiscation box in the school office in an envelope, marked with the girl's name the staff initials and the date.
Staff will note the girl's name in the Mobile Confiscation Log.
Girls may only collect mobiles at the end of lessons at 3.50 pm.
Three offences in a half term will result in the offender being required to hand in the mobile to the school office on arrival in school and it can only be collected at 3.50 pm. for a working week – 5 days. Form Teachers to check in registration.
Five offences in a term will result in the parent being contacted to discuss the behaviour and the offender being required to hand in the mobile to the school office on arrival in school and it can only be collected at 3.50 pm. for a month – 4 weeks. Form Teachers to check in registration.
Mobile phones and other internet-enables devices (iPods, laptops, iPads, etc.) should NOT be used with headphones in lessons or prep and can also be confiscated is they are being used to listen to inappropriate materials (music, audio books, films, etc.) or used to access the internet during lessons or prep if specific permission has not been given by a member of staff.
Detail of the School's ICT Infrastructure and Filtering and Monitoring Safeguards
We use Sophos Unified Threat Management (UTM) at Wychwood which gives complete security from the network firewall to endpoint antivirus in a single modular appliance. UTM simplifies the IT security without the complexity of multiple-point solutions. The intuitive interface helps the ICT manager to create policies to control security risks quickly and provides clear, detailed reports to give the insight needed to improve network performance and protection.
Detail on Building Resilience in Students
Students have PHSE, ICT/Computing and RS lessons which inform and protect. Girls are taught in ICT/Computing lessons about e-Safety and the online risks. They are also encouraged to look critically at the validity of information they find on the internet. There are whole-school assemblies and age-appropriate assemblies and e-safety experts are brought on in a bi or triennial cycle to run seminars for all girls and parents.
8
Detail on Staff Safeguarding CPD
We use the OSCB materials for safeguarding induction which cover some aspects of esafety, staff come to whole-school assemblies and they are required to attend the e-safety seminars. There is a wealth of information available to support schools and colleges:
* www.thinkuknow.co.uk
* www.disrespectnobody.co.uk
* www.saferinternet.org.uk
* www.internetmatters.org
* www.childnet.com/cyberbullying-guidance
* www.pshe-association.org.uk
* http://educateagainsthate.com/
* www.gov.uk/government/publications/the-use-of-social-media-for-onlineradicalisation
* www.gov.uk/UKCCIS- external visitors and online safety
Reporting Mechanisms
All staff and Study girls are told to report any issues to the DSL during induction at the beginning of the academic year.
Education of parents and carers
Parents and carers are invited to the e-safety seminars.
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the girl effect factsheet
CHILD MARRIAGE
1 One in seven girls in the developing world (excluding China) will be married before the age of 15. Source 1.1
2 If nothing changes, there will be 142 million child marriages in developing countries between now and 2020. That's 37,000 girls a day. Source 1.2
Child brides have a pregnancy death rate double that of women
in their 20s.
3
Source 1.3
age at first birth
1
Half of all first births in the developing world are to adolescent girls.
Source 2.1
Girls between the ages of 10 and 14 are five times more likely to die in pregnancy or childbirth than women aged 20 to 24.
2
Source 2.3
Medical complications from pregnancy and childbirth are the leading cause of death among girls aged 15-19 worldwide. Source 2.2
4
If a mother is under the age of 18, her infant's risk of dying in its first year of life is 60 per cent greater than that of an infant born to a mother older than 19. Source 2.4
ECONOMIC EMPOWERMENT
1
Closing the joblessness gap between girls and their male counterparts would yield an increase in GDP of up to 1.2 per cent in a single year. Source 3.1
3
2
An extra year of primary school education boosts girls' eventual wages by 10–20 per cent. An extra year of secondary school adds 15–25 per cent. Source 3.2
EDUCATION
1 When a girl in the developing world receives seven years of education, she marries four years later and has 2.2 fewer children. Source 4.1
2 Secondary school completion rates for adolescent girls is below five per cent in 19 sub-Saharan African countries. Source 4.2
3
In sub-Saharan Africa, fewer than one in five girls makes it to
secondary school.
Source 4.3
HEALTH + SAFETY
1
Worldwide, nearly 50 per cent of all sexual assaults are against girls aged 15 years or younger.
3
Source 5.1
2
Among those whose first experience of sexual intercourse was forced, 31 per cent were less than 15 years old at the time. Another 14 per cent were aged between 15 and 17. Source 5.2
Giving women the same access to non-land resources and services as men could increase yields on women's land by up to 30 per cent, raise total agricultural output in developing countries by up to four per cent and reduce the number of hungry people in the world by 100-150 million.
Source 3.3
4
Girls who stay in school during adolescence have a later sexual debut, are less likely to be subjected to forced sex and, if sexually active, are more likely to use contraception than their age peers who are out of school.
Source 4.4
5
On average, only 70 per cent of girls with 28 hours or more per week of household chores attend school. When that chore burden is reduced to less than 14 hours, 90 per cent attend school. Source 4.5
Worldwide, an estimated five million young people between the ages of 15 and 24 are living with HIV. More than 60 per cent – 3.2 million – of young people living with HIV are girls.
Source 5.3
4
2.3 'Fact Sheets: Young People', UNFPA. Retrieved 28 March 2011 from http://www. unfpa.org/public/factsheets
2.4 'Why is giving special attention to adolescents important for achieving Millennium Development Goal 5?', World Health Organization 2008. Retrieved 28 March 2011 from http://www.who.int/making_pregnancy_ safer/events/2008/mdg5/adolescent_preg.pdf
ECONOMIC EMPOWERMENT
3.1 Source: Chaaban, Jad and Wendy Cunningham. 'Measuring the Economic Gain of Investing in Girls: the girl effect dividend', World Bank 2011, http://econ.worldbank.org/external/ default/main?entityID=000158349_20110808 092702&pagePK=64165259
3.2 Psacharopoulos, George, and Harry Anthony Patrinos. 'Returns to Investment in Education: A Further Update', World Bank. Education Economics (2002) 12.2: (111-34). Retrieved from http:// siteresources.worldbank.org/EDUCATION/ Resources/278200-1099079877269/ 547664-1099079934475/5476671135281504040/Returns_Investment_Edu.pdf
3.3 Chaaban, Jad and Wendy Cunningham. 'Measuring the Economic Gain of Investing in Girls: the girl effect dividend', World Bank 2011, http://econ.worldbank.org/external/default/mai n?entityID=000158349_20110808092702 &pagePK=64165259
EDUCATION
sources
CHILD MARRIAGE
1.1 'Supporting Married Girls: Calling Attention to a Neglected Group', Population Council 2007, http://www.popcouncil.org/pdfs/TABriefs/ GFD_Brief-3_MarriedGirls.pdf
1.2 "Marrying Too Young: End Child Marriage," UNFPA 2012, http://www.unfpa.org/ webdav/site/global/shared/documents/ publications/2012/MarryingTooYoung.pdf
1.3 Bruce, Judith. Reaching The Girls Left Behind: Targeting Adolescent Programming for Equity, Social Inclusion, Health, and Poverty Alleviation. Prepared for: 'Financing Gender Equality; a Commonwealth Perspective,' Commonwealth Women's Affairs Ministers' Meeting, Uganda, June 2007, http://www.popcouncil.org/pdfs/ Bruce2007CommonwealthFullText.pdf
1.4 'The State of the World's Children 2011', UNICEF 2010. Retrieved Aug 29 2012 from http://www.unicef.org.uk/Documents/
Publication-pdfs/sowc2011.pdf 1.5 ICRW 2007 – Knot Ready, p9. Accessed on Aug 30 2012, http://www.icrw.org/files/ publications/Knot-Ready-Lessons-from-Indiaon-Delaying-Marriage-for-Girls.pdf
age at first BIRTH
2.1 Bruce, Judith. Reaching The Girls Left Behind: Targeting Adolescent Programming for Equity, Social Inclusion, Health, and Poverty Alleviation. Prepared for: 'Financing Gender Equality; a Commonwealth Perspective,' Commonwealth Women's Affairs Ministers' Meeting, Uganda, June 2007, http:// www.popcouncil.org/pdfs/Bruce2007_ Commonwealth_FullText.pdf
2.2 Source: Patton, G.C., et al. "Global Patterns of Mortality in Young People." The Lancet 374.9693 (2009): 881-892. Retrieved from http://download.thelancet.com/pdfs/ journals/lancet/PIIS0140673609607418.pdf ?id=e16241398b8eb460:61453979:12f087a2 4d6:-14711301520582196
4.1 Levine, Ruth, Cynthia B. Lloyd, Margaret Greene, and Caren Grown. Girls Count a Global Investment & Action Agenda: A Girls Count Report on Adolescent Girls', Center for Global Development. Girls Count, 2009, http://www. cgdev.org/files/15154_file_GC_2009_Final_ web.pdf
4.2 Lloyd, Cynthia and Juliet Young. 'New Lessons: The Power of Educating Adolescent Girls'. Population Council 2009 pp. 23. Retrieved 25 March 2011 from http://www.popcouncil.org/ pdfs/2009PGY_NewLessons.pdf
Each year, an estimated three million girls experience genital mutilation or cutting.
Source 5.4
4.3 Rihani, May. 'Keeping the Promise: Five Benefits of Girls' Secondary Education', Academy for Educational Development: Center for Gender Equity 2006. Retrieved from http:// www.aed.org/Publications/upload/Girls-EdFinal.pdf
4.4 Levine, Ruth, Cynthia B. Lloyd, Margaret Greene, and Caren Grown. Girls Count a Global Investment & Action Agenda: A Girls Count Report on Adolescent Girls. Center for Global Development. Girls Count, 2009, http://www. cgdev.org/files/15154_file_GC_2009_Final_ web.pdf
4.5 'The World's Women 2010: Trends and
Statistics', The United Nations Statistics Division 2010. Retrieved from http://unstats.un.org/ unsd/demographic/products/Worldswomen/ WW2010pub.htm
HEALTH + SAFETY
5.1 Garcia-Moreno, Claudia; Jansen, Henrica; Ellsberg, Mary; Lori Heise and Charlotte Watts. 'Multi-Country Study on Women's Health and Domestic Violence Against Women'. World Health Organization 2005. Retrieved from http://whqlibdoc.who.int/ publications/2005/924159358X_eng.pdf
5.2 'WHO Multi-country Study on Women's Health and Domestic Violence against Women', World Health Organization 2005. Retrieved from http://www.who.int/gender/violence/ who_multicountry_study/summary_report/ summary_report_English2.pdf
5.3 'Progress for Children: Achieving the MDGs with equity'. UNICEF 2010 pp. 30. Retrieved 29 March 2011 from http://www.unicef.org/ immunization/files/Progress_for_Children- No.9_EN_081710.pdf
5.4 'Women's and Children's Rights: Making the Connection'. UNFPA, UNICEF 2010 pp. 53. Retrieved 17 March 2011 from http://www.unfpa. org/webdav/site/global/shared/documents/ publications/2011/Women-Children_final.pdf
ADOLESCENT GIRLS HAVE THE POWER TO END WORLD POVERTY.
WE CALL IT THE GIRL EFFECT. GET INSPIRATION AND TOOLS TO UNLEASH THE GIRL EFFECT AT GIRLEFFECT.ORG
4
One-third of girls in the developing world will be married before the age of 18.
Source 1.4
5
Girls from poor families are nearly twice as likely to marry before 18 than girls from wealthier families. Source 1.5 | <urn:uuid:09dc27dd-0eaa-4fc2-ab71-6a8987aa0da4> | CC-MAIN-2019-04 | https://www.africastomorrow.org/uploads/1/6/5/7/16571320/girl-effect-factsheet1.pdf | 2019-01-16T16:25:51Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00301.warc.gz | 688,250,929 | 2,310 | eng_Latn | eng_Latn | 0.930451 | eng_Latn | 0.930451 | [
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Maconaquah School Corporation Bylaws & Policies
8510 - WELLNESS
As required by law, the Board of Education establishes the following wellness policy for the Maconaquah School Corporation as a part of a comprehensive wellness initiative.
The Board recognizes that good nutrition and regular physical activity affect the health and well being of the Corporation's students. Furthermore, research suggests that there is a positive correlation between a student's health and well being and his/her ability to learn. Moreover, schools can play an important role in the developmental process by which students establish their health and nutrition habits by providing nutritious meals and snacks through the schools' meal programs, by supporting the development of good eating habits, and by promoting increased physical activity both in and out of school.
Schools alone, however, cannot develop in students healthy behaviors and habits with regard to eating and exercise. It will be necessary for not only the staff but also parents and the public at large to be involved in a community-wide effort to promote, support, and model such healthy behaviors and habits.
The Board sets the following goals in an effort to enable students to establish good health and nutrition habits:
A. With regard to nutrition education:
Nutrition education shall be included in the health curriculum, so that instruction is sequential and standards-based and provides students with the knowledge, attitudes, and skills necessary to lead healthy lives.
B. With regard to physical activity:
1. Physical Education
A sequential, comprehensive physical education program shall be provided for students in K-12 in accordance with the physical education academic content standards and benchmarks adopted by the State.
2. Physical Activity
a. Physical activity shall not be employed as a form of discipline or punishment.
b. Physical activity and movement shall be integrated, when possible, across the curricula and throughout the school day.
c. In addition to planned physical education, the school shall provide age-appropriate physical activities (e.g., recess during the school day, intramurals and clubs before and after school, and interscholastic sports) that meet the needs of all students, including males, females, students with disabilities, and students with special health care needs.
C. With regard to other school-based activities:
1. The schools shall provide at least thirty (30) minutes daily for students to eat.
2. The schools shall schedule mealtimes so there is minimum disruption by bus schedules, recess, and other special programs or events.
3. The school shall provide attractive, clean environments in which the students eat.
D. With regard to nutrition promotion, any foods and beverages marketed or promoted to students on the school campus, during the school day, will meet or exceed the USDA Smart Snacks in School nutrition standards.
Additionally, the Corporation shall encourage students to increase their consumption of healthful foods during the school day.
Furthermore, with the objectives of enhancing student health and well being, and reducing childhood obesity, the following guidelines are established:
A. In accordance with Policy 8500, entitled Food Service, the food service program shall comply with Federal and State regulations pertaining to the selection, preparation, consumption, and disposal of food and beverages as well as to the fiscal management of the program.
B. The sale of foods of minimal nutritional value in the food service area during the lunch period is prohibited.
C. As set forth in Policy 8531, entitled Free and Reduced Price Meals, the guidelines for reimbursable school meals are not less restrictive than the guidelines issued by the U.S. Department of Agriculture (USDA).
D. The sale to students of foods and beverages that do not meet the USDA Dietary Guidelines for Americans and the USDA Smart Snacks in School nutrition standards to be consumed on the school campus during the school day is prohibited. Competitive foods available for purchase by students à la carte in the dining area, foods or beverages sold from vending machines, and foods and beverages provided by the school or school staff for classroom parties or holiday celebrations are subject to this prohibition.
E. All foods that are provided, not sold, on the school campus during the school day, including foods and beverages provided for classroom parties or holiday celebrations shall comply with the food and beverage standards approved by the Food Service Coordinator.
The food service program will strive to be financially self-supporting; however, if it is necessary to subsidize the operation, it will not be through the sale of foods with minimal nutritious value.
The food service program will provide all students affordable access to the varied and nutritious foods they need to be healthy and to learn well.
The school food service program may involve students, parents, staff, and school officials in the selection of competitive food items to be sold in the schools.
The Board designates the Superintendent as the individual charged with operational responsibility for measuring and evaluating the Corporation's implementation and progress under this policy. The Superintendent shall develop administrative guidelines necessary to implement this policy.
The Superintendent shall appoint a Corporation wellness committee that includes parents, students, representatives of the school food authority, nutritionists or certified dieticians, educational staff (including health and physical education teachers), mental health and social services staff, school health professionals, the School Board, school administrators, and members of the public to oversee the development, implementation, evaluation, and periodic update, if necessary, of the wellness policy.
The Superintendent shall be an ex officio member of the committee.
The wellness committee shall be an ad hoc committee of the Board with members recruited and appointed annually.
The wellness committee shall:
A. assess the current environment in each of the Corporation's schools;
B. measure the implementation of the Corporation's wellness policy in each of the Corporation's schools;
C. review the Corporation's current wellness policy;
D. recommend revision of the policy, as appropriate, and
E. present the wellness policy, with any recommended revisions, to the Board for approval or re-adoption if revisions are recommended.
Before the end of each school year the wellness committee shall submit to the Superintendent and Board their report in which they describe the environment in each of the Corporation's schools and the implementation of the wellness policy in each school, and identify any revisions to the policy the committee deems necessary.
In its review, the Wellness Committee shall consider evidence-based strategies in determining its recommendations.
The Superintendent shall report annually to the Board on the work of the wellness committee, including their assessment of the environment in the Corporation, their evaluation of wellness policy implementation Corporation-wide, and the areas for improvement, if any, that the committee identified. The committee shall also report on the status of compliance by individual schools and progress made in attaining goals established in the policy.
The Superintendent shall also be responsible for informing the public, including parents, students and community members, on the content and implementation of this policy. In order to inform the public, the Superintendent shall include information in the student handbook and post the wellness policy on the Corporation's website, including the assessment of the implementation of the policy prepared by the Corporation.
The Corporation shall assess the Wellness Policy at least once every three (3) years on the extent to which schools in the Corporation are in compliance with the Corporation policy, the extent to which the Corporation policy compares to model wellness policies, and the progress made in attaining the goals of the Corporation Wellness Policy. To ensure continuing progress, the Corporation will evaluate implementation efforts and their impact on students and staff using the following tool: http://www.doe.in.gov/sites/default/files/nutrition/evaluation-checklist_0.pdf
The assessment shall be made available to the public on the School Corporation's website.
Food and beverage marketing that allow marketing and advertising on only those foods and beverages that meet the Smart Snacks in School nutrition standards.
I.C. 20-26-9-18 42 U.S.C. 1751 et seq. 42 U.S.C. 1758b 42 U.S.C. 1771 et seq. 7 C.F.R. Parts 210 and 220
Adopted 5/17/06
Revised 2/28/18
Revised 6/17/14
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Water is the basis of life. It's the most important thing you consume. That is why Nikken set out to develop a source of water that is as close to perfect as possible.
To meet this goal, the top experts in water science were consulted. Intensive research and the Nikken quest for more perfect water led to the development of the Nikken PiMag Optimizer II.
How does it work?
The Nikken PiMag Optimizer II features:
* Magnetic technology that was inspired by thunderstorms.
* Pi technology and oxygenation technology that works like a mountain stream.
Natural processes, to simulate the water found in nature.
Used with your PiMag Water System or PiMag Aqua Pour™ Gravity Water System, the Optimizer II is designed to transform PiMag water through patented technology.
The Optimizer II ensures that your PiMag water is consistently good. It can modify the water pH (amount of acidity) and mineral content. It adds oxygen during the process.
Everyone wants water that tastes better. Water that is good for them. Water that they can drink every day, to replace the water that the human body requires to function.
The PiMag Optimizer II can help you meet all these needs. Your water will taste better. It can help you add plenty of water to your program for good health.
The PiMag ™ Optimizer II puts water in balance.
THE NIKKEN PIMAG TM OPTIMIZER II WATER SYSTEM IS PART OF THE NIKKEN PIMAG™ WATER PRODUCT LINE. OTHER PIMAG PRODUCTS INCLUDE:
Nikken PiMag™ Water System — A countertop unit that provides a supply of filtered PiMag water on demand.
Nikken PiMag™ Aqua Pour™ Gravity Water System — The portable PiMag Water System, no plumbing or electricity necessary.
Nikken PiMag™ Ionic Filtration Water Bottle — For PiMag water wherever you go.
Nikken PiMag™ Shower System — Half of the substances in water that can be absorbed every day are in the shower. Make yours a PiMag shower.
Nikken PiMag™ Pi Concentrate — Pocket-size, lets you add pi to water or any beverage, anywhere.
Nikken Magna-Charger™ — Focus-Field Magnetic Technology for household plumbing.
CAUTION: If you use an electronic medical device such as a pacemaker, or have a magnetically sensitive surgical implant, avoid close proximity with this product. Women in the first trimester of pregnancy, or anyone who has a health problem should first consult a physician before using a magnetic product. Do not place in direct contact with magnetically sensitive items such as watches, audio/video tapes, credit cards, portable electronic equipment, etc.
Nikken PiMag water products are for use only with municipally treated water or other supply known to be safe for drinking.
For desired results with the PiMag Optimizer II, use only with PiMag water produced by the Nikken PiMag Water System or PiMag Aqua Pour.
For more information on these and other Nikken products:
http://nikkenrus.com/dlya_vody/optimizer
Nikken Inc.
52 Discovery, Irvine, CA 92618
Nihon Kenko Zoushin Kenkyukai,
Canada Corp., 6460 Kennedy Road,
Mississauga, Ontario L5T 2X3
www.nikken.com
©2005 Nikken Inc. • Printed in USA
Reproduction of this printed literature is prohibited
NIKKEN®
A natural miracle — duplicated by Nikken
Near a small town in Japan is an area with unusual topographical features. A narrow stream flows between two hills. As it happens, one of these hills is largely composed of a mineral called magnetite.
The other hill contains calcium compounds. The stream between them courses over a bed of silicates, the material that forms natural crystal.
And here, Japanese scientists discovered that the water from this stream had amazing results on the surrounding plants.
What they saw astounded them. They named this substance pi water. Then they set out to duplicate these natural conditions in the laboratory. The result led to Nikken PiMag Water Technology.
Recreated in the laboratory
Researchers found that by using special materials, they could reproduce the environment that led to pi water in nature. Special ceramics were used to substitute for the effects of the mountains of minerals. A valuable sea coral is used that contains coral calcium, a unique calcium compound. These same materials form the pi component of Nikken PiMag Water technology.
This technology is the basis of all Nikken PiMag products.
The forces of the universe
Pure rainwater falls from clouds that contain a strong electrostatic charge — the source of lightning. Rain passes through this highly charged field of energy.
* The Nikken PiMag Optimizer II features a pair of strong 4,400 gauss magnets, positioned with opposing polarity.
* A powerful electric motor causes the magnets to revolve, producing a complex, strong magnetic field.
* This creates a cocoon of magnetism similar to the effect in the Nikken Sleep System. But this is an active field of high energy.
* A rotor inside the pitcher — controlled by a 3,500 gauss magnet — passes the water through this magnetic field many times.
Pi ceramics
Inside the PiMag Optimizer II is a ring filled with pi ceramic material. Water flows through this pi ring while being optimized.
* Water is introduced to pi ceramics in the PiMag Water System or PiMag Aqua Pour. The Optimizer continues this process while the optimizing cycle is active.
* The pi element contains traces of calcium carbonate and other minerals that occur in environments such as subterranean water flows.
* In nature, these minerals provide control of water pH, reducing acidity.
Natural oxygenation
The rotor inside the Optimizer II pitcher agitates the water in a vortex (cyclone) pattern.
* This packs oxygen into the water while it is cycled through the magnetic field.
* Agitation adds oxygen to water without using chemicals.
* It works in the same way that water is oxygenated when flowing over the rocks in a natural environment.
This combination of oxygenating activity, pi minerals and magnetic field is designed to re-create the conditions in the stream where pi water — "the water of life" — was discovered more than 30 years ago.
Enhanced design in Optimizer II
The PiMag Optimizer II
adds improvements to the original Optimizer design.
* A new, larger water pitcher gives the Optimizer II a full
two-liter capacity. The pitcher's closeable spout makes it ideal for
keeping optimized water that's ready for drinking.
* The ergonomic layout of the Optimizer II requires much less counter space, to fit easily even in a small area.
* The digital readout panel features an elapsed-time indicator that lets the user determine when to replace the pi ring, for best performance.
The steps to good water
1
Always start with water from the Nikken PiMag™ Water System or PiMag™ Aqua Pour.
* PiMag water is the breakthrough "water of life," a Japanese discovery.
* The PiMag Water System or PiMag Aqua Pour provides an immediate source of PiMag water.
* Only these water products combine high-tech filtration and pi technology.
* Less expensive than ordinary bottled water!
PiMag water: 23-29¢ per gallon Bottled water: $1-$2 per gallon*
*Cost comparison includes price of PiMag Water System and replacement filters against the cost of bottled water over five years of use. Does not include cost of tap water, typically much less than 1¢ per gallon. Comparison based on average price of various bottled water products. These figures are estimates.
Process the PiMag water in the PiMag Optimizer II.
* Water from your local utility may not be consistent in quality or composition
from day to day.
* Optimizing your PiMag water promotes consistency.
2
* Optimized PiMag water uses strong complex-field magnetics, pi and cyclone oxygenation to produce optimal water.
The PiMag Optimizer II features technology designed to adjust pH — add ions — and add pi. It's available only from Nikken. This extraordinary, patented technology is not found in any other product. Anywhere.
For more than 25 years, Nikken has been the world leader in wellness technology. The Nikken PiMag Optimizer II is the latest example of this leadership. | <urn:uuid:a80c3459-812b-4047-9df0-dea142d9adc7> | CC-MAIN-2019-04 | https://nikkenrus.com/image/data/pimag/brochure-ionizator.pdf | 2019-01-16T16:22:26Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00304.warc.gz | 600,135,337 | 1,716 | eng_Latn | eng_Latn | 0.991328 | eng_Latn | 0.993981 | [
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Summer Reading for the 2018-2019 School Year
Rising Ninth Graders: Below is the list of novels. Students will be required to read the novel(s) and write a response(s) to the prompt given. The writing responses format is as follows:
* Typed
* MLA Heading
* No more than one page
* Single spaced
* Answer the prompt completely with an introductory paragraph and thesis.
Students will turn the response(s) in on the first day of English class.
English 9:
Stargirl - Jerry Spinelli
OR
Lord of the Flies- William Golding
Choose ONE novel
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Advanced English 9:
Stargirl - Jerry Spinelli
OR
Lord of the Flies - William Golding
Choose ONE novel
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Honors English 9:
Stargirl - Jerry Spinelli
Lord of the Flies
- William Golding
Answer this prompt for BOTH novels
Essay Prompt: Discuss a major theme that reoccurs throughout the novel. How does the author convey this novel through diction and literary devices? Use in-text citations to support your response.
Rising 10th, 11th, and 12th Graders: All students were given Google Classroom codes about two weeks ago. They were to join the Google Classroom according to the specific course they will be enrolled in next month. In the Google Classroom, students will be given three prompts to write and discuss the novels they are reading this summer. We are asking students to write 3 responses to the prompts given. All prompts are posted in Google Classroom. All directions are posted in Google Classroom.
English 10:
Chains- Laurie Halse Anderson
* Please note the book assignment change from the email sent on May 23, 2018. Due to a personnel change, the summer reading assignment has changed but Connecticut Yankee in King Arthur's Court by Mark Twain will still be discussed during the school year.
Advanced English 10:
The Crucible - Arthur Miller
Honors English 10:
The Crucible - Arthur Miller Killer Angels (summer) - Michael Shaara
Advanced English 11:
The Grapes of Wrath - John Steinbeck
AP Language and Composition:
The Language of Composition: Reading, Writing, Rhetoric Third Edition - Renee H. Shea, Lawrence Scanlon, and Robin Dissin Aufses
Chapters 1-4
Honors English 11:
Mayo and Russo edition of Plato's Republic
Advanced English 12:
The Strange Case of Dr. Jekyll and Mr. Hyde - Robert Louis Stevenson Frankenstein - Mary Shelley
AP Literature and Composition:
Hunger Games: Mockingjay - Suzanne Collins Brave New World - Aldous Huxley Frankenstein - Mary Shelley
*Transfer students please email firstname.lastname@example.org for your essay prompts as soon as possible, if you have not already. | <urn:uuid:e7b98969-0228-4a74-92d6-28063bcea355> | CC-MAIN-2019-04 | https://1.cdn.edl.io/ptPXzkFKPeck476Dl3zLF4rvijaK3TMmJefbTDF7LN4ROmpD.pdf | 2019-01-16T16:40:33Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00303.warc.gz | 430,120,961 | 686 | eng_Latn | eng_Latn | 0.990238 | eng_Latn | 0.991248 | [
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Take Steps to Protect Health and Safety During Flooding
Rain levels accumulated over the past few days have already caused flooding in some areas. As water levels reach such levels, the threat of flooding increases which could cause potential health and safety issues. If water enters your home or business, take precautions to avoid potential health and safety concerns during cleanup.
Avoid contact with flood water whenever possible. Flood water may contain contaminants and unseen hazards. If you must come in contact with flood water, wear rubber boots, rubber gloves and goggles during clean up. Immediately wash with soap and water after cleanup and wash all clothing worn during the cleanup in hot water and detergent. These clothes should be washed separately from uncontaminated clothes and linens.
Discard items that have come in contact with floodwater including:
* Large soft items that have been in contact with water for two or more days, such as couches, chairs, mattresses and carpet. Even though you cannot see it, mold is growing on these items. People who are sensitive to mold may experience nasal stuffiness, eye irritation, wheezing or skin irritation. People with severe allergies to mold or with chronic lung illness may experience more severe reactions, including fever, shortness of breath or mold infection in their lungs.
* Plastic items like kitchen utensils, plates, dishes, tupperware and baby bottle nipples.
* Kitchen utensils that are wooded or have cracks, such as wooden spoons and cutting boards.
* Leather or paper products.
* Garden produce.
* Medicines and cosmetics.
Other items may be successfully cleaned.
* Bedding and other soft items should be washed in hot water with bleach.
* Children's toys, utensils, dishware and small items with hard surfaces should be washed with soap and water and then disinfected by immersing for one minute in a solution of four tablespoons of bleach to two gallons of water.
* Pots and pans can be sterilized by boiling them for at least ten minutes.
* Items that a baby may put in his mouth should be boiled.
* Items that are too large to immerse, or surfaces like walls, decking and doors should be washed with soap and water and then wiped down with a solution of one cup of bleach to one gallon of water.
Be sure to protect yourself while cleaning up.
* Wear rubber gloves and rubber boots.
* Use eye protection and a mask while cleaning with bleach solutions.
* Be sure your home is well ventilated.
* Never mix bleach with ammonia or other cleaning solutions, as it may create toxic fumes.
Avoid electrical shock and damage to items by ensuring that any electrical appliances that have been in contact with floodwater are thoroughly cleaned, reconditioned and dry before operating them.
For more information contact:
McDonald County Health Department
417-223-4351 | <urn:uuid:4b9b1348-e313-4bc2-bc47-b8b57820ce0f> | CC-MAIN-2017-30 | http://mcdonaldcountyhealth.com/flooding.pdf | 2017-07-21T04:40:04Z | crawl-data/CC-MAIN-2017-30/segments/1500549423716.66/warc/CC-MAIN-20170721042214-20170721062214-00305.warc.gz | 214,846,785 | 571 | eng_Latn | eng_Latn | 0.998446 | eng_Latn | 0.998446 | [
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Firefly Class 2018 – 2019
Spring Term Newsletter
Our topic for the Spring Term is 'From Top to Bottom' – a history and geography-based theme. We will be exploring countries and continents from the top of the globe, leading down to the Antarctic, where we will be discovering the journey made by Ernest Shackleton and his team. We will then link our Science topic of animals, and how they have adapted to different climates and habitats.
Boosters: As the SATs are fast approaching, we will be starting our booster classes on Monday afternoons. We are very lucky to have extra support from Mrs Henderson, Mrs Williams and Mrs Munday. We shall be revising the key skills and exam techniques required for SATs. Reading boosters will be allocated for selected children after school; more details will follow.
Spring Term One:
English:
* Persuasive writing;
* Adventure stories.
Maths:
* Solve problems involving ratio and proportion
* Read, write and convert units of measurements
Spring Term Two:
English:
* Stories with historical settings;
* Discussion texts.
Maths:
*
Algebra express missing number problems algebraically use simple formulae expressed in words
* Geometry: Properties of shape
Science:
*Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution
*
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents
Science:
* Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals;
* Give reasons for classifying plants and animals based on specific characteristics.
Homework:
Reading Eggspress and Mathletics will be set on a Friday and will be expected to be completed by the following Wednesday. The online activities will be based on the previous week's learning; therefore, children should be
familiar with the techniques and strategies. We also encourage children to practise and explore other areas of activities available to further develop their learning.
Spelling changes: To develop further independence, we will be changing the way we test our spellings. Every Friday, children will receive the focused spelling pattern with a few examples that follow that rule. Their homework will be to explore additional words which could potentially be asked in the spelling test on following Friday. This will allow children to fully appreciate spellings which follow the patterns and embed their learning.
PE: Year 6 will have PE every Thursday with Mr. Milner. Children must have their PE kit in school every.
Special Events: Year 6 have been invited to visit the Peterborough Hospital to the Accident and Emergency (A+E) department. More details to follow nearer the time.
If you have any questions, please do not hesitate to arrange an appointment to speak to us.
Thank you,
Miss Christian, Mr Day and Mrs Henderson | <urn:uuid:683901b3-261f-46a0-a72b-8a48ec85eb3b> | CC-MAIN-2019-04 | https://www.stangroundstjohnsschool.co.uk/attachments/download.asp?file=1710&type=pdf | 2019-01-16T17:02:05Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00305.warc.gz | 956,812,533 | 588 | eng_Latn | eng_Latn | 0.998646 | eng_Latn | 0.998709 | [
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Carroll Water & Sewer District
2017 Consumer Confidence Report
We are pleased to present this year's Annual Water Quality Report (Consumer Confidence Report) as required by the Safe Drinking Water Act (SDWA). This report is designed to provide details about where your water comes from, what it contains, and how it compares to standards set by regulatory agencies. This report is a snapshot of last year's water quality. We are committed to providing you with information because informed customers are our best allies.
Where does my water come from?
The Carroll Water Treatment Plant receives its drinking water from an intake in Lake Erie, which is located 1100 feet off the shore of Locust Point. Lake Erie is considered a surface water source and requires extensive treatment before it can be used as drinking water.
An auxiliary or back-up water source is installed at Turtle Creek Marina. This source was not utilized at any time in the reporting period. Furthermore, the Districts distribution system is interconnected with Ottawa County's and this back-up system was not used during 2017.
Source water assessment and its availability
The Carroll Water and Sewer Public Water System uses surface water drawn from an intake in Lake Erie. For the purposes of source water assessments, in Ohio, all surface waters are considered to be susceptible to contamination. By their nature, surface waters are accessible and can be readily contaminated by chemicals and pathogens, with relatively short travel times from source to intake. Although the water system's surface water intake is located in Lake Erie, the proximity of several onshore sources increases the susceptibility of the source water to contamination. The Carroll Water and Sewer Public Water system's drinking water source protection area is susceptible to contamination from leaking underground storage tanks, municipal waste-water treatment discharges, industrial waste water discharges, oil and gas production and transportation, and accidental releases and spills from rail and vehicular traffic as well as from commercial shipping operations and recreational boating. The Carroll Water and Sewer Public Water System treats the water to meet drinking water quality standards, but no single treatment technique can address all potential contaminants. The potential for water quality impacts can be further decreased by implementing measures to protect Lake Erie. More information is provided in the Carroll Water and Sewer Public Water System's Drinking Water Source Assessment report, which can be obtained by calling Henry Biggert at 419-898-5028.
What are sources of contamination to drinking water?
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity:
Contaminants that may be present in source water include: (A) Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife; (B) Inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial, or domestic wastewater discharges, oil and gas production, mining, or farming; (C) Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses; (D) Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems; (E) Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, USEPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water which must provide the same protection for public health.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Federal Environmental Protection Agency's Safe Drinking Water Hotline (1-800-426-4791).
Who needs to take special precautions?
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Water Drinking Hotline (1-800-426-4791).
About your drinking water.
The EPA requires regular sampling to ensure drinking water safety. The Carroll Water & Sewer District conducted sampling for bacteria; inorganic, radiological; synthetic organic; volatile organic during 2017. Samples were collected for many different contaminants most of which were not detected in the Carroll Water & Sewer District water supply. The Ohio EPA requires us to monitor for some contaminants less than once per year because the concentrations of these contaminants do not change frequently. Some of our data, though accurate, are more than one-year old.
Monitoring & Reporting Violations & Enforcement Actions
Monitoring requirements were not met for the Carroll Water and Sewer Public Water System.
The December 24, 2017 source water sample for E. coli counts was not collected in the time frame allowed by OAC Rule 3745-81-65(I)(2).
We are required to collect these samples to determine if additional treatment of our source water is necessary. Although this incident was not an emergency, as our customers, you have a right to know what happened and what we did to correct this situation.
What Should I Do?
- There is nothing you need to do at this time. You do not need to boil your water or take other corrective action.
What is being done?
Upon being notified of this violation, the water supply was directed to revise the sampling schedule to add an E. coli count sample in October 2018 to replace the missed December 24, 2017 sample. The water supplier will take steps to ensure that adequate monitoring will be performed in the future. For more information, please contact Henry Biggert at (419) 898-5028 or 10340 W State Route 2.
How do I participate in decisions concerning my drinking water?
Public participation and comment are encouraged at regular meetings of Board of Trustees for the Carroll Water & Sewer District which meets on the third Tuesday of each month at the Carroll Water Treatment Plant at 8am. For more information on your drinking water contact Henry Biggert at 419-898-5028.
Water Conservation Tips
Did you know that the average U.S. household uses approximately 400 gallons of water per day or 100 gallons per person per day? Luckily, there are many low-cost and no-cost ways to conserve water. Small changes can make a big difference - try one today and soon it will become second nature.
- Take short showers - a 5-minute shower uses 4 to 5 gallons of water compared to up to 50 gallons for a bath.
- Shut off water while brushing your teeth, washing your hair and shaving and save up to 500 gallons a month.
- Use a water-efficient showerhead. They're inexpensive, easy to install, and can save you up to 750 gallons a month.
- Run your clothes washer and dishwasher only when they are full. You can save up to 1,000 gallons a month.
- Water plants only when necessary.
- Fix leaky toilets and faucets. Faucet washers are inexpensive and take only a few minutes to replace. To check your toilet for a leak, place a few drops of food coloring in the tank and wait. If it seeps into the toilet bowl without flushing, you have a leak. Fixing it or replacing it with a new, more efficient model can save up to 1,000 gallons a month.
- Adjust sprinklers so only your lawn is watered. Apply water only as fast as the soil can absorb it and during the cooler parts of the day to reduce evaporation.
- Teach your kids about water conservation to ensure a future generation that uses water wisely. Make it a family effort to reduce next month's water bill!
- Visit www.epa.gov/watersense for more information.
Cross Connection Control Survey
The purpose of this survey is to determine whether a cross-connection may exist at your home or business. A cross connection is an unprotected or improper connection to a public water distribution system that may cause contamination or pollution to enter the system. We are responsible for enforcing cross-connection control regulations and insuring that no contaminants can, under any flow conditions, enter the distribution system. If you have any of the devices listed below please contact us so that we can discuss the issue, and if needed, survey your connection and assist you in isolating it if that is necessary.
- Boiler/ Radiant heater (water heaters not included)
- Underground lawn sprinkler system
- Pool or hot tub (whirlpool tubs not included)
- Additional source(s) of water on the property
- Decorative pond
- Watering trough
License to Operate (LTO) Status Information
In 2017 we had an unconditional license to operate our water system.
Additional Information for Lead
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. Carroll Water & Sewer District is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
Water Quality Data Table
In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of contaminants in water provided by public water systems. The table below lists all of the drinking water contaminants that we detected during the calendar year of this report. Although many more contaminants were tested, only those substances listed below were found in your water. All sources of drinking water contain some naturally occurring contaminants. At low levels, these substances are generally not harmful in our drinking water. Removing all contaminants would be extremely expensive, and in most cases, would not provide increased protection of public health. A few naturally occurring minerals may actually improve the taste of drinking water and have nutritional value at low levels. Unless otherwise noted, the data presented in this table is from testing done in the calendar year of the report. The EPA or the State requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants do not vary significantly from year to year, or the system is not considered vulnerable to this type of contamination. As such, some of our data, though representative, may be more than oneyear-old. In this table you will find terms and abbreviations that might not be familiar to you. To help you better understand these terms, we have provided the definitions below the table.
| | MCLG | MCL, | | Range | | | | |
|---|---|---|---|---|---|---|---|---|
| | or | TT, or | Your | | | Sample | | |
| Contaminants (Units) | MRDLG | MRDL | Water | Low | High | Date | Violation | Typical Source |
| Microbiological Contaminants | | | | | | | | |
| Total Organic Carbon (% Removal) | NA | TT | 1.0 | 1.0 | 1.0 | 2017 | No | Naturally present in the environment |
| Turbidity (NTU) | NA | 1.0 | 0.21 | 0.05 | 0.21 | 2017 | No | Soil runoff |
| Turbidity (% meeting Standard) | NA | TT | 100% | | | 2017 | No | |
Turbidity has no health effects. However, turbidity can interfere with the disinfection and provide a medium for microbial growth. Turbidity may indicate the presence of disease-causing organisms. These organisms include bacteria, viruses and parasites that can cause symptoms such as nausea, cramps, diarrhea, and associated headaches. Turbidity is the measure of the cloudiness of water and is an indication of the effectiveness of our filtration system. The turbidity limit set by the EPA is 0.3 NTU in 95% of samples analyzed each month and shall not exceed 1 NTU at any time. As reported above, the highest recorded turbidity result for 2017 was 0.21 NTU and the lowest monthly percentage of samples meeting the turbidity limits was 100%.
| Radioactive Contaminants | | | | | | | |
|---|---|---|---|---|---|---|---|
| Alpha emitters (pCi/L) | 0 | 15 | 3 | NA | 2016 | No | Erosion of natural deposits |
| Radium (combined 226/228) (pCi/L) | 0 | 5 | 1 | NA | 2016 | No | Erosion of natural deposits |
| Inorganic Contaminants | | | | | | | |
| Barium (ppm) | 2 | 2 | 0.022 | NA | 2017 | No | Discharge of drilling wastes; Discharge from metal refineries; Erosion of natural deposits |
Undetected Contaminants
The following contaminants were monitored for, but not detected, in your water.
| | MCLG | MCL, | | |
|---|---|---|---|---|
| | or | TT, or | Your | |
| Contaminants | MRDLG | MRDL | Water | Violation |
| Bromate (ppb) | 0 | 10 | ND | No |
For more information, please contact:
Contact Name: Henry Biggert
Address: 10340 W State Route 2
Oak Harbor, OH 43449
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Extracurricular Program - Spring Semester 2018/19
Start Date: 01/28/2019 End Date: 06/18/2019
Enrollment Deadline: 01/24/2019
Preschool and Kindergarten/Vorschule
Joint offerings for Preschool and Kindergarten/VS students are held each school day at 2pm (either 2pm - 3pm, or 2pm - 2:45pm). Students must be 4 years old to participate in extracurricular classes.
Elementary Grades 1 - 4
Grades 1 - 4 end school at 2pm every day (except Monday). There are extracurricular offerings at both 2pm and 3pm for students in these grades. Details on established and new classes being offered are included in this program.
Elementary Grade 5
Grade 5 ends school at 2:30pm Tuesday - Thursday. There are elementary school EC offerings appropriate for 5th graders at 3pm.
Upper School Grade 6 - 11
There are a few traditional extracurricular classes offered for a fee. Free upper school clubs will be posted separately.
Signing Up
Some classes have a minimum number of participants necessary to offer the class; if the minimum number of sign-ups is not met by August 24, 2018, some classes may need to be cancelled.
* Enrollment deadline: January 24, 2019 (prices as listed)
* Continuous enrollment throughout the semester is possible for a late fee of $25/class, unless you are a new family, joining Alto after January 24, 2019.
Why Enroll in the Extracurricular Program?
Alto extracurriculars not only enhance student learning outside of class time, but also encourage physical activity and healthy dietary habits. Participation can boost academic performance, and improve self-confidence and emotional well being. Alto provides a safe and structured environment for students to try new things, or perfect their skills in a broad set of extracurricular classes.
* Sports & Martial Arts:
Improves overall health, builds strength and teaches teamwork
* Theatre/Drama, Arts & Music:
Teaches how to demonstrate passion, helps with relaxation of mind and body and develops public speaking abilities
* Science & Problem Solving:
Teaches thinking and flexibility
* Culture & Languages:
Improves language skills and long term memory
* Cooking & Nutrition:
Teaches awareness of cooking and living healthy and encourages interest in different cultures through food
Extracurricular Class Policies
* Students may register at any time. Prices as listed for the spring semester 2018/19 are valid through January 24, 2019. After that date there is a $25 per class late sign up fee. You may register your child online or in the front office at Alto.
* Courses may be cancelled due to insufficient enrollment or closed if full. If courses are cancelled, parents will be notified via email.
* Sign-ups are for the entire semester, including private music lessons or tutoring.
* Please read the following class descriptions carefully, they contain information about the class and, if applicable, additional materials fees.
* Minimum required age to participate in extracurricular classes is 4.
* On rainy days, students enrolled in the afternoon sport activities will meet with their sport trainers in designated classrooms for sport theory, conditioning and team-building games. There is no need for early pick-up.
* It is important that we know the whereabouts of the students. Attendance will be taken by the extracurricular instructors. If your child will miss an after school class, please notify the EC Coordinator, Ina Albert by phone at 650-324-8617 or via email at email@example.com.
* Class cancellations due to the instructor being sick or because of special school events will be made up at a later date. Children who are absent from class will not be reimbursed.
* Refund for withdrawal is based on the date when Alto receives notification: `
> 75% refund until seven days before the first day of the course
> 50% refund thereafter
> No refunds after the first month of class
Weekly Overview - Spring Semester 2018/19
| Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|
| Full-Body Music (Age 4 - K/VS) 2 - 3 pm / max. 12 students / Gaby Castro of Golden Acorn Music $350 | Soccer (Age 4 - K) 2 -3.00 pm/ max. 20 students/ Jimmy $380 | Physical Theatre (Drama) (Age 4 - K) 2-3 pm/ max. 12 students/ Friederike Koch $350 | Creative Architecture I (Age 4 - Grade 1) 2-3 pm/ min. 10 students/ Children of Bisheh $460 | |
| Hip Hop Dance I (Age 4 - K) 2-3 pm / min. 5 students/ Adam $450 | Art Studio (Gr. 1 - 4) 2-3pm/ max. 10 students/ Sarah Becker $350 | Swiss Lesson (K - Gr. 4) 2-3 pm / min. 5 students/ Claudia Gruber $320 | Sewing Bubble I (Gr. 1 - 3) 2-3 pm/ max. 8 students/ Allison Philippsen $360 | |
| | Karate (Gr. 1 - 4) 2-3pm/ min. 5 students/ John Chang $530 | Soccer (Gr. 1 - 4) 2-3 pm/ max. 20 students/ Jimmy $360 | Spanish - Beginners (Gr. 1 - 4) 2-3pm/ min. 5 students/ abc languages $510 | |
| | German Language Club I (Age 4 & up) 2-3pm/ min. 5 students/ Katja Serang $350 | LEGO Robotics (Gr. 2-4) 2-3 pm / min. 8 students/ KidzToPros $350 | | |
| | Basketball (Gr. 1 - 4) 2-3 pm/ max. 20 students/ Jimmy $380 | | | |
| Hip Hop Dance II (Gr. 1 & up) 3-4 pm/ min. 5 students/ Adam $450 | Spanish - Advanced (Gr. 1 & up) 3-4 pm/ min. 5 students/ abc languages $510 | Acting workshop & the Making of a Theater Play (Gr. 1 - 4) 3 - 4 pm/ min. 5 students/ Friederike Koch $350 | Sewing Bubble II (Gr. 3 - 5) 3-4:30 pm/ max. 8 students/ Allison Philippsen $375 | |
| Fun with Circuits (Gr. K-2) 3-4 pm / min. 8 students/ KidzToPros $350 | Maths (Grade 4 & up) 2:30 - 3:30 pm/ min. 5 students/ Chris Quinn $500 | | Guitar (Gr. 4-11) 3:30-4:30 pm/ Rachael Vega $350 | |
| | | | Creative Architecture II (Gr. 2 - 5) 3 - 4:00 pm/ min. 8 students/ Children of Bisheh $460 | |
3
Monday (17 class sessions:
5/13, 5/20, 6/3, 6/10, 6/17)
Full-Body Music
Grades: Age 4 - K/VS Mondays, 2 - 3 pm
Location: TBD
Price: $350
What's joy plus learning? Golden Acorn Music, of course!
In our hit class series "Full-Body Music", children move, dance, create, cooperate, use instruments, rock out, sing -- all within the safe hands of our experienced, professional music specialist Gaby Castro.
Class highlight reel: https://youtu.be/0X3cAeFVI8Y
Young children learn well through active participation, so our interactive curriculum gets everyone involves. From classical to rock, folk to global, we've got it all. Let your child see what it's all about - and it's all about music!
After enrollment, head to our website for updates and lesson plans:
Class size: Minimum 5 students, Maximum 12
www.goldenacornmusic.com/library
Instructor: Gaby Castro of Golden Acorn Music
Contact: firstname.lastname@example.org
Hip Hop Dance I
Grades: Age 4 - K Mondays, 3 - 4.00 pm
Location: TBD
Price: $450
Children can expect to learn many different key elements to dancing. From timing and rhythm, to different styles of hip hop dance. Crump, Turfing, slides, breakdance, etc. Many of my teaching techniques involve the child creating their own version of certain moves. Guiding children to see something they like, and mix it up in their mind. I also teach dance battling moves for competition. Most importantly though, I teach "ear training" where I show children what to listen to, and how to catch that timing of rhythm to dance to it. This takes practice but is one of the most important elements to dancing in general.
Class Size: Minimum 5 students
Instructor: Adam
Hip Hop Dance II
Grades: Grade 1 & up Mondays, 3 - 4.00 pm
Location: TBD
Price: $450
Children can expect to learn many different key elements to dancing. From timing and rhythm, to different styles of hip hop dance. Crump, Turfing, slides, breakdance, etc. Many of my teaching techniques involve the child creating their own version of certain moves. Guiding children to see something they like, and mix it up in their mind. I also teach dance battling moves for competition. Most importantly though, I teach "ear training" where I show children what to listen to, and how to catch that timing of rhythm to dance to it. This takes practice but is one of the most important elements to dancing in general.
Class Size: Minimum 5 students
Instructor: Adam
Fun with Circuits
Grades: K - 2
Mondays, 3 - 4 pm
Location: Room #25
Price: $350
Experiment with batteries, light bulbs, and voltages as we teach kids about the basics of electric circuits with our fun science based electricity games for kids. This class is designed for grades K - 2 and whether you are a first time science enthusiast or an experienced scientist, you are sure to learn more and enjoy our fun weekly experiments. Instructors will provide all experimental equipment and ensure all children enjoying themselves and learning something new every week.
Class size: Minimum 8 students
Instructor: Provided by KidzToPros
Extracurricular Program
Semester: Spring 2018/19
1/28, 2/4, 2/11,3/4, 3/11, 3/18, 3/25, 4/1, 4/8, 4/22, 4/29, 5/6,
Tuesday
Extracurricular Program
Semester: Spring 2018/19
1/29, 2/5, 2/12, 2/26, 3/5, 3/12, 3/19, 3/26, 4/2, 4/9, 4/23, 4/30,
(19 class sessions:
5/7, 5/14, 5/21, 5/28, 6/4, 6/11, 6/18)
Soccer
Grades: Age 4 - K/VS
Tuesdays, 2 - 2.45 pm
Location: Field
Price: $380
Let your child's first soccer experience be a great one! The Ready Set Sports fun-filled classes are professionally designed for your child. Children use their imagination while participating in age appropriate games and exercises. We bring child-friendly equipment including beach balls, mini soccer balls, hula hoops, rings, flags, colored cones, and more. We believe that confidence, positive self-esteem and exercise are the foundation for a healthy and happy life. Kids in our program thrive due to our non-competitive curriculum and positive coaching in a fun and pressure-free environment.
Class size: Minimum 5 students
Instructor: Jimmy Rothenberg or one of his instructors
For more information visit: www.readysetsport.com
German Language Club
Grades: Age 4 & up
Tuesdays, 2 - 3 pm
Location: Room 28
Price:
$350
This is a program for young German speaking children who are ready to explore the world of German stories, letters and sounds in a playful, fun and child centered manner. Children learn about the alphabet, and start basic writing and reading techniques with the help of teacher-recommended programs from Germany. Story time adds new vocabulary and enriches the child's ability to express thoughts in German. To keep the child engaged in an age appropriate manner we sing old-time favorites and exciting new songs and learn fun rhymes and poems, all of which expose your child to his or her rich cultural heritage. We are looking forward to welcoming your child in our program!
Class size: Minimum 5 students
Instructor: Katja Serang
Chang Tai Do Karate
Grades: 1 - 4
Tuesdays, 2 - 3 pm
Location: Gym
Price: $530 (plus materials fee)
Chang Tai Do Karate & Fitness classes include history, culture, terminology and etiquette relating to multiple martial arts styles, forms based on Shotokan Karate. Students will learn proper stretching, blocks, punches, kicks, strikes, self-defense, forms (Kata) and sparring (Kumite). For the intermediate to advanced, students will be introduced to Chang Tai Do weapon or stick forms. The Training will help students develop better mental focus, coordination, discipline, strength, endurance and skills to defend one self. Introduction to proper stretching, basic blocks, kicks, punches, strikes, and what to do to fend off an attacker. Children's natural curiosity and playfulness combined with basic Karate drills help develop coordination, mental focus, and alertness. A great way to learn discipline, respect, self-confidence, help release excess energy and prepare students for future, more structured classes.
Material fees (mandatory, not included in the registration fee)*:
Uniform $40 (size 3 & below) / $50 (size 4 & up); Target pad $40;
Testing fee $25 (optional & varies per level) - to advance to the next level, students could take test every two months.
*Payable to instructor. Please make your check out to John Chang.
Basketball
Grades: 1 - 4
Tuesdays, 2 - 3 pm
Location: Quad
Price: $380
Come join the excitement of our new basketball class! Learn the basics or strengthen your basketball skills all at the same time! Students will work on ball handling, shooting, passing, and play games against each other.
Class size: Minimum 5 students
Instructor: Jimmy Rothenberg or one of his instructors
For more information visit: www.readysetsport.com
Art Studio
Grades: 1-4
Tuesdays, 2 - 3 pm
Location: Room 28
Price: $350
Let's get together and be creative. We will work with a lot of different materials. You will learn new techniques, (e.g. braiding,folding, papier-mâché, linocut, print etc.) and use them to create your own art projects. It is going to be colorful and fun! Class size: maximum 5 students
Instructor: Sarah Becker
Advanced Spanish
Grades: 1 - 4
Tuesdays, 3 - 4 pm
Location: Room 51
Price: $510
Our advanced Spanish program is great for kids who have been in an immersion program, speak Spanish at home, or who have had extended exposure in another format. The teacher, speaking only in Spanish, will provide interactive, theme-based lessons allowing the children to learn both language and culture. Kids will be encouraged to express themselves beyond simple commands, and instead express opinions, suggestions and ideas. Lessons will focus on speaking and listening using fun content interesting to children.
Class size: Minimum 5 students
Instructor: Provided by ABC Languages
Maths
Grades: 4-5
Tuesdays, 2:30 - 3.30 pm
Location: TBD
Price: $500
Getting an early exposure to the middle school curriculum with sessions aimed at gaining confidence in areas such as number and data. Lessons will be aimed at ensuring that the grade 5 students are ready for middle school mathematics and beyond.
Class size: Minimum 5 students
Instructor: Chris Quinn
Wednesday (17 class sessions: 1/30, 2/6, 2/13, 2/27, 3/6, 3/13, 3/20, 3/27 TBD, 4/3, 4/10,
4/24, 5/1, 5/8, 5/15, 5/22, 5/29, 6/5, 6/12)
Physical Theatre (Drama)
Grades: Age 4 - K
Wednesdays, 2 - 3 pm
Location: Gym
Price: $350
Kids love empty spaces (Newcomers welcome)
As soon as children enter an empty space, they run, roll on the floor, enjoy life, and begin playing. In the emptiness of space, they develop their imagination, ideas and joy of playing almost automatically. Based on this insight and inspiration from contact improvisation and contemporary physical theatre, this course inspires childlike playfulness as we tell small stories together. We accomplish this first by using body awareness and relaxation exercises as a foundation. Skills like walking, standing, falling, jumping, carrying and being carried, leaning and rolling are explored and lead to an extension of the natural movement repertoire from rest to high physical activity. Using a variety of games for relaxation and coordination, sensory perception and body image, we turn to simple theatrical game exercises and improvisation tasks. The children receive suggestions for staging short physical theatre plays based on topics, which are either pre-defined or chosen by the children themselves. How can we tell small stories using only body language, facial expressions and gestures? How can we develop little movement sections with one another? In this manner, we foster an interest in movement and playing and we also train physical memory, orientation in the room and time perception. We conclude the semester by presenting a small series plays that use only a few words and tell exciting stories.
Class size: Minimum 5 students
Instructor: Friederike Koch
Friederike is passionate about European-style theater & dance performance. Prior to relocating to Silicon Valley in 2015, she taught drama & physical theater at the European Theater Institute in Berlin for thirteen years. Within the acting department, she taught physical theater, mime, corporel dramatique, theater sports & improv. Additionally, she taught movement for actors, contact improvisation, body mind centering (BMC), performance techniques & choreography. In 2017, she became a drama teacher in contemporary physical theater at Alto International School. Friederike graduated from the University of the Arts, Amsterdam (School for New Dance Development & Choreography) and studied Theater & Education at University of the Arts in Utrecht. Beyond teaching, she has directed and produced several theater & dance productions in the Netherlands and Germany. She also works as a documentary filmmaker and script writer for German public television since 2011.
Lego Robotics
Grades: 2 - 4
Wednesdays, 2 - 3 pm
Location: Room #25
Price: $350
Discover the ultimate LEGO® challenge: Powerful LEGO MINDSTORMS® EV3! LEGO® MINDSTORMS® EV3 gives you the power to create and command your own robotic LEGO creatures, vehicles, machines and inventions! By combining LEGO® elements with a programmable brick, motors and sensors, you can make your creations walk, talk, grab, think, shoot and do almost anything you can imagine! We will build things like a humanoid robot, a shooting scorpion, a slithering snake, a fork lift, a race truck, an electric guitar, a walking dinosaur and many more! Each robot comes complete with its own unique features and a program that controls the robot's behavior! With our KidzToPros LEGO Robotics program, you will discover the endless possibilities of LEGO and your imagination!
Class size: Minimum 8 students
Instructor: Provided by KidzToPros
Swiss Lessons (open to students who are not enrolled at Alto)
Grades: K - Grade 4
Wednesdays, 2 - 3 pm
Location: TBD
Price: $320
This extracurricular class is open to swiss students , who want to learn about Swiss culture. Please let your Swiss friends know their children can attend even if they are not Alto students.
Class topics are:
* Geography
* Plants & animals of the alps
* Traditions & festivities of Switzerland
* Songs & rhymes in the different Swiss languages
Instructor: Claudia Gruber
Soccer
Grades: 1 - 4
Wednesdays, 2 - 3 pm
Location: Field
Price: $360
Drawing on years of competitive and recreational coaching experience, Ready Set Sports offers a curriculum to build and improve individual skills for every player. A variety of skill-based games are combined with small-sided soccer games in a fun environment with emphasis placed on individual skill development rather than competition. We believe confidence, positive self-esteem, and exercise are the foundation for a healthy and happy life. Kids in our program thrive due to our non-competitive curriculum and positive coaching in a fun and pressure-free environment.
Class size: Minimum 5 students
Instructor: Jimmy Rothenberg or one of his instructors
For more information visit: www.readysetsport.com
Acting workshop & the Making of a Theater Play (Drama)
Grades: 1 - 4
Wednesdays, 3 - 4 pm
Location: Gym
Price: $350
In this acting workshop, children in grades 1-4 will receive first insights into the world of acting and the creation of a theatrical play. Through a variety of exercises the students will become familiar with the basics of acting, scene work, and role playing. Throughout the course, the focus will be on the fun of drama and the discovery of innate playful skills. The main topics the students will be working on are improvisation, vocal and physical exercises, the development of a character/role, and mise-en-scene. After finishing the basic training the students will stage a play. They will learn how to work with a given text, to immerse themselves in other worlds, and how to be part of a strong ensemble, i.e. supporting each other on stage. The finale of this class is a performance in front of an audience. Which stage play we will be working on will be announced after the winter break.
Class size: Minimum 5 students
Instructor: Friederike Koch
Friederike is passionate about European-style theater & dance performance. Prior to relocating to Silicon Valley in 2015, she taught drama & physical theater at the European Theater Institute in Berlin for thirteen years. Within the acting department, she taught physical theater, mime, corporel dramatique, theater sports & improv. Additionally, she taught movement for actors, contact improvisation, body mind centering (BMC), performance techniques & choreography. In 2017, she became a drama teacher in contemporary physical theater at Alto International School. Friederike graduated from the University of the Arts, Amsterdam (School for New Dance Development & Choreography) and studied Theater & Education at University of the Arts in Utrecht. Beyond teaching, she has directed and produced several theater & dance productions in the Netherlands and Germany. She also works as a documentary filmmaker and script writer for German public television since 2011.
8
* Legends & stories of Switzerland
* Learning about different cities
* Traditional dishes from Switzerland
* Basic History
Thursday
(18 class sessions: 1/31, 2/7, 2/14, 2/28, 3/7, 3/14, 3/21, 3/28, 4/4, 4/11, 4/25,
5/2, 5/9, 5/16 TBD, 5/23, 5/30, 6/6, 6/13, 6/20)
Creative Architecture I
Grades: Age 4 - Grade 1
Thursdays, 2 - 3 pm Location: Room #27
Price: $460
The purpose of this course is not training future architects but to nurture children's talents, interests, & encourage interdisciplinary pollination of STEAM (Science, Technology, Engineering, Art, Math) topics. Design is a Catalyst for Learning! When children are engaged in the process of designing, they are learning to identify needs, frame problems, work collaboratively, explore and appreciate the contexts within which a solution must work, weigh alternatives, and communicate their ideas verbally, graphically, and in three dimensions. Children will design and build three dimensional structures and buildings limited only by their imagination. They'll learn how architects combine functional needs for a building with designs that excite our imaginations. They will use wide range of materials (including clay, wood blocks, cardboards, polystyrene, foam boards) to turn their imagination into reality.
Class size: minimum 8 students
Instructor: Instructor provided by Children of Bisheh
Website: http://childrenofbisheh.com/architecture-design/
The Sewing Bubble I
Grades: 1 - 3
Thursdays, 2 - 3 pm
Location: Room #33
Price: $360
The Sewing Bubble is a place where students can leave school worries behind and immerse themselves in creating. Students in this class will learn fundamental sewing skills including both hand sewing and machine sewing. We will explore different stitch techniques by making small projects that will build skills through creativity and fun. Projects will be skill level appropriate and combine a number of techniques. Some examples of potential projects are bags or pouches, headbands, belts, sewing kits and much more! Students will finish the class with basic sewing abilities and wonderful self made items to be proud of. This class is appropriate for beginners with little or no experience.
Class size: maximum 8 students
Instructor: Allison Philippsen
Beginner's Spanish
Grades: 1 - 4
Thursdays, 2 - 3 pm
Location: TBD
Price: $510
This beginner Spanish program is great for total beginners or those with limited knowledge. The focus is on learning through games, songs and play to get students speaking in Spanish while having fun. Kids will learn greetings, colors, numbers/time, animals, food for the first time or in review (for some) and expand upon these skills to learn to express ideas such as likes/dislikes, learn high frequency verbs to help describe action and make requests, learn to describe people/animals/objects, and other basic speaking skills.
Class size: Minimum 5 students
Instructor: Provided by ABC Languages
The Sewing Bubble II
Grades: 3 - 5
Thursdays, 3 - 4:30 pm
Location: Room #33
Price: $375
The Sewing Bubble is a place where students can leave school worries behind and immerse themselves in creating. Students in this class will continue to hone their sewing skills and learn more advanced techniques. Emphasis will be placed on learning more diverse embroidery techniques and improving machine sewing control in order to gain confidence in a variety of sewing situations. Projects will combine several techniques and mediums. Some examples of projects we may make include skirts or shorts, headbands or barrettes , stuffed animals, coin purses or bags and much more!. Projects will be selected based on class make up and ability.
This class is appropriate for students who have attended previous Sewing Bubble classes or have basic sewing skills.
*Students who have not participated in a previous Sewing Bubble class please contact teacher for approval.
Class size: maximum 8 students
Instructor: Allison Philippsen
Guitar
Grades: 3 - 5
Thursdays, 3:30 - 4:30 pm Location: Music Room
Price: $350
Guitar is open to students of interested in developing their guitar playing abilities. Previous experience on guitar or other chordal string instruments (such as Ukulele) is strongly encouraged, however, not a requirement. Students will learn basic chord progressions, music reading, composition, and songs of varying genres. Students will need to have their own guitars to learn and practice on.
Class size: maximum 12 students
Instructor: Rachael Vega
Creative Architecture II
Grades: Grade 2 - 5 Thursdays, 3 - 4 pm
Location: Room #27
Price: $460
Design is a Catalyst for Learning! When children are engaged in the process of designing, they are learning to identify needs, frame problems, work collaboratively, explore and appreciate the contexts within which a solution must work, weigh alternatives, and communicate their ideas verbally, graphically, and in three dimensions. This course is introducing the discipline of architecture to kids, to nurture their talents, interests, & encourage interdisciplinary pollination of STEAM (Science, Technology, Engineering, Art, Math) topics. Children will design and build three dimensional structures and buildings limited only by their imagination. They'll learn how architects combine functional needs for a building with designs that excite our imaginations. They will use wide range of materials (including clay, wood blocks, cardboards, polystyrene, foam boards) to turn their imagination into reality.
Class size: minimum 8 students
Instructor: Instructor provided by Children of Bisheh
Website: http://childrenofbisheh.com/architecture-design/
10
Friday (17 class sessions: 2/1, 2/8, 2/15, 3/1, 3/8, 3/15, 3/22, 3/29, 4/5, 4/12, 4/26, 5/3, 5/10,
5/17 TBD, 5/31, 6/7, 6/14, 6/21)
Chess
Grades: K/VS - 5
Fridays, 2 - 3 pm
Location: Room #35
Price: $320
Let your child be part of an exciting and successful chess academy. Chess Wizards is offering specially designed classes that cater to all levels of chess ability. Each child is challenged by fun games and lessons from real Wizard teachers. Chess Wizards is one of the largest chess academies in the nation, with hundreds of programs at schools. Our instructors (who are called "Wizards") provide all the materials necessary for your child to participate in the class. No additional purchase is required to attend.
Class size: minimum 10 students
Instructor: John Nyugen from Chess Wizards
For more information visit: www.chesswizards.com
Gymnastics
Grades: Age 4 - Grade 1
Fridays, 2 - 2:45 pm
Location: TBD
Price: $320
With 20 years of industry experience, Mr. Nick offers an engaging gymnastics and motor development program for children. All out fun in the form of music, movement challenges, and motivation, this class is perfect for K-8th grade, teaching entry to level 4 gymnastic skills and beyond.
Interacting with a variety of multidimensional equipm ent, students improve strength, balance, rhythm, flexibility, and overall motor coordination, building the confidence necessary to thrive in a variety of settings.
Promoting a healthy lifestyle, youngsters in addition ultimately experience positive achievement, to along the way acquire valuable characteristics and cognitive skills destined to play a marked role in future development.
Class size: minimum 10 students
Instructor: Mr. Nick
For more information visit: http://peninsulaboxing.org/mobile-gym-program/
End Date: 5/31
Beginning Wind Instrumental Instruction
Grades: 4 - 11
Fridays, 3:00 - 4 pm
Location: Music Room
Price: $320
Beginning wind instrumental instruction is for students, who would like to learn basic music reading, instrument assembly and maintenance, correct playing position, and sound tone production. Students will learn how to produce ideal tone quality, technique, aural skills, and music literacy on the student's instrument. This group will perform in the winter and spring band concerts. This class is still essentially beginning band (with band instruments only).
Class size: minimum 5 students
Instructor: Rachael Vega
Homework Club
Grades: 2 - 4
Tuesdays-Thursdays, 2 - 3 pm
Location: Room # 35
In conjunction with a school-wide effort to help non-native German speakers, this program is being offered as part of the Hort program. It will be particularly useful to those students, who need extra help in doing their German homework. The homework supervisor will give assistance, guidance, and advice on completing assignments. Students participating in the program will be expected to work productively on tasks assigned by their teacher or work given to them by the supervisor.
Instructor: Christine Burris
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Italy profile – Timeline, 5 May 2015
A chronology of key events:
1915 - Italy enters World War I on side of Allies.
1919 - Gains Trentino, South Tyrol, and Trieste under peace treaties.
1922 - Fascist leader Mussolini forms government after three years of political and economic unrest.
1926 - Suppression of opposition parties.
1929 - Lateran Treaty creates state of Vatican City.
1935 - Italy invades Ethiopia.
1936 - Mussolini forms axis with Nazi Germany.
1939 - Albania annexed.
1940 - Italy enters World War II on German side. Italian forces occupy British Somaliland in East Africa.
1941 - Italy declares war on USSR.
1943 - Sicily invaded by Allies. King Victor Emmanuel III imprisons Mussolini. Armistice signed with Allies. Italy declares war on Germany.
1944 - Allied armies liberate Rome.
1945 - Mussolini, who had been rescued from prison by Germans, is captured and executed by Italian partisans.
Italy - Towards European integration
1946 - Referendum votes for republic to replace monarchy.
1947 - Italy cedes land and territories under peace treaty.
1948 - New constitution. Christian Democrats win elections.
1951 - Italy joins European Coal and Steel Community.
1955 - Italy joins United Nations.
1957 - Founder member of European Economic Community.
1963 - Italian Socialist Party joins Christian Democrat-led coalition under Prime Minister Aldo Moro.
1972 - Giulio Andreotti becomes prime minister - a post he will hold seven times in 20 years.
1976-78 - Communist election gains lead to voice in policy making.
1978 - Former Prime Minister Aldo Moro kidnapped and murdered by left-wing armed group, the Red Brigades. Abortion legalised.
1980 - Bombing of Bologna station kills 84, linked to right-wing extremists.
1983 - Bettino Craxi becomes Italy's first Socialist prime minister since war
http://www.bbc.com/news/world-europe-17435616
Early modern Germany
1871 - Otto von Bismarck achieves unification of Germany under leadership of Prussia; new German Empire's authoritarian constitution creates elected national parliament (Reichstag) but gives Kaiser (emperor) extensive powers.
1888 - Start of William II's reign; start of trend towards colonial expansion and build-up of German navy to compete with Britain's; rapid growth of Germany's economic power.
1890 - Growing workers' movement culminates in founding of Social Democratic Party of Germany (SPD).
1914-1918 - World War I
1918 - Germany defeated, signs armistice. Emperor William II abdicates and goes into exile.
1919 - Treaty of Versailles: Germany loses colonies and land to neighbours, pays large-scale reparations.
Beginning of the Weimar Republic, based on a new constitution. Its early years are marked by high unemployment and rampant inflation.
1923 - Adolf Hitler, head of the National Socialist German Workers' (Nazi) Party, leads an abortive coup in a Munich beer hall.
France, Belgium occupy the Ruhr over failed reparation payments. Hyperinflation leads to economic collapse.
1924 - Hitler writes Mein Kampf - "My Struggle" - in prison.
1929 - Global depression, mass unemployment.
Third Reich
1933 - Hitler becomes chancellor. Weimar Republic gives way to a one-party state. Systematic persecution of Germany's Jews escalates. Hitler proclaims the Third Reich in 1934.
1935 - Germany begins to re-arm. Nuremberg Laws deprive German Jews of citizenship.
1936 - Berlin Olympics.
1938 - Annexation of Austria and Sudetenland.
Kristallnacht (Night of Broken Glass) sees orchestrated attacks on Jews and their property as well as synagogues.
1939-1945 - Invasion of Poland triggers World War II.
Millions of people of all ages, mostly Jews but also large numbers of Gypsies, Slavs and other races, the disabled and homosexuals, die in the Holocaust as the Nazis implement an extermination policy in the death camps of eastern Europe.
1945 - German army defeated. Allies divide Germany into occupation zones.
1945-1946 - Nuremberg war crimes trials.
Country splits
1949 - Germany is divided. The US, French and British zones in the west become the Federal Republic of Germany; the Soviet zone in the east becomes the communist German Democratic Republic.
http://www.bbc.com/news/world-europe-17301646
Other Fascism
In the Americas, the Brazilian Integralists led by Plínio Salgado, claimed as many as 200,000 members although following coup attempts it faced a crackdown from the Estado Novo of Getúlio Vargas in 1937. [140] In the 1930s, the National Socialist Movement of Chile gained seats in Chile's parliament and attempted a coup d'état that resulted in the Seguro Obrero massacre of 1938. [141]
Francisco Franco's Falangist one-party state in Spain was officially neutral during World War II and survived the collapse of the Axis Powers. Franco's rise to power had been directly assisted by the militaries of Fascist Italy and Nazi Germany during the Spanish Civil War, and Franco had sent volunteers to fight on the side of Nazi Germany against the Soviet Union during World War II. After World War II and a period of international isolation, Franco's regime normalized relations with Western powers in the Cold War, until Franco's death in 1975 and the transformation of Spain into a liberal democracy.
Roughly during the same period, neighbouring country Portugal was under control of the Estado Novo, a dictatorship led by António de Oliveira Salazar that was in many aspects inspired by Mussolini's fascism. The Estado Novo also maintained an officially neutral position during World War II and lasted from 1932 to 1974.
Peronism, associated with the regime of Juan Perón in Argentina from 1946 to 1955 and 1973 to 1974, was strongly influenced by fascism. [152] Between 1939 and 1941, prior to rising to power, Perón had developed a deep admiration of Italian Fascism and modelled his economic policies on Italian Fascist policies. [152]
The term neo-fascism refers to fascist movements after World War II. In Italy, the Italian Social Movement, led by Giorgio Almirante, was a major neo-fascist movement that transformed into a self-described "post-fascist" movement called the National Alliance (AN), which has been an ally of Silvio Berlusconi's Forza Italia for a decade. In 2008, AN joined Forza Italia in Berlusconi's new party The People of Freedom. In 2012 a group of politicians split from The People of Freedom, refounding the party with the name Brothers of Italy. In Germany, various neo-Nazi movements have been formed and banned under Germany's constitutional law that forbids Nazism. The National Democratic Party of Germany (NPD) is widely considered a neo-Nazi party, although the party does not publicly self-identify as such.
After the onset of the Great Recession and economic crisis in Greece, a movement known as the Golden Dawn, widely considered a neo-Nazi party, soared in support out of obscurity and won seats in Greece's parliament, espousing a staunch hostility to minorities, illegal immigrants, and refugees. In 2013, after the murder of an anti-fascist musician by a person with links to Golden Dawn, the Greek government ordered the arrest of the Golden Dawn's leader Nikolaos Michaloliakos and other Golden Dawn members on charges related to being associated with a criminal organization.
In Israel, the Im Tirtzu movement has been termed a Fascist organization, and a judge ruled that it had "fascist attributes". [153]
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The College at Brockport: State University of New York Digital Commons @Brockport
Education and Human Development Master's
Theses
Education and Human Development
Spring 5-13-2015
An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis
Laura A. Gallagher The College at Brockport, email@example.com
Follow this and additional works at: http://digitalcommons.brockport.edu/ehd_theses Part of the Education Commons
To learn more about our programs visit: http://www.brockport.edu/ehd/
Repository Citation
Gallagher, Laura A., "An investigation into the impacts of peer discourse on students' comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis" (2015). Education and Human Development Master's Theses. 561.
http://digitalcommons.brockport.edu/ehd_theses/561
This Thesis is brought to you for free and open access by the Education and Human Development at Digital Commons @Brockport. It has been accepted for inclusion in Education and Human Development Master's Theses by an authorized administrator of Digital Commons @Brockport. For more information, please contact firstname.lastname@example.org.
An investigation into the impacts of peer discourse on students’ comprehension proficiency with a specific focus on English Language Learners and Students with Disabilities: A meta-analysis
by
Laura Gallagher
May 2015
A thesis submitted to the Department of Education and Human Development of The College at Brockport, State University of New York in partial fulfillment of the requirements for the degree of Master of Science in Education
Table of Contents
Chapter One: Introduction .............................................................................................................. 4
References ..................................................................................................................................... 45
Abstract
This paper investigated the findings of a previously conducted meta-analysis involving the impacts of peer discussion on student's comprehension. This paper also examined, synthesized, and analyzed the previous quantitative studies that have been conducted regarding the effectiveness of engaging students in classroom discussion after reading, in order to enhance their comprehension of what they read. The present research serves the purpose of adding to and extending the current knowledge of the roles that teachers and students play in peer discourse, the ways in which classroom interactions can impact the comprehension of culturally and linguistically diverse students, make connections between the types of discourse used and teacher methods for facilitating effective communication among students, and the types of students that seem most receptive to the benefits of interactive discussion. The findings suggest that the quality of teacher prompts and questions throughout classroom discussion seem to play a significant role in student performance in regards to comprehension. The results also suggest that open-ended questions and higher order thinking skills should be integrated into conversations surrounding complex text so that students can think more deeply about the meaning of the text and share ideas with one another that will help build their understanding.
Chapter One: Introduction
This paper serves as an in-depth meta-analysis based on a previously conducted metaanalysis of the quantitative research pertaining to the various roles that classroom discussion can play in students' comprehension (Murphy, Wilkinson, Soter, Hennessey, & Alexander, 2009). There is an emerging concern that students are not meeting or exceeding the level of literacy proficiency needed to be academically successful in college and fulfill employer expectations for the literacy that careers of the 21 st century demand, due to advances in technology occurring daily (Murphy et al., 2009). Lee, Grigg, and Donahue (as cited in Murphy et al., 2009) state that approximately 67% of fourth graders and 70% of eighth graders currently are performing at or above Basic level for literacy learning according to the National Assessment of Educational Progress (NAEP). Furthermore, the National Assessment Governing Board (as cited in Murphy et al., 2009) states that only 25% of fourth graders and 27% of eighth graders are scoring within the proficient range for comprehension. To address this gap in comprehension achievement, my meta-analysis research aims to collect, analyze, and synthesize several sources of quantitative data from previous research studies that have been conducted in the past ten to twelve years which examined the impacts of peer discourse on students' comprehension of a text to discover the roles that teachers can play in facilitating and implementing these conversations into their curriculum. Moreover, this research aims to distinguish the specific types of discussion that seem to be most effective for students with disabilities and English language learners (ELLs), so that educators can attempt to differentially modify the structure of class discussions to suit individual learning needs. It is hoped that through differentially modifying the structure of class discussions, every student can gain significant meaning from complex texts regardless of social, cultural, and linguistic differences.
Students with disabilities and ELLs in particular will vary in their abilities to derive meaning from the variety of texts they are exposed to on a daily basis; therefore, further examination into the topic of discourse is needed to afford these students multiple opportunities to participate in authentic literacy experiences that will allow them to derive deeper levels of meaning as well as develop other significant literary skills (i.e. critical thinking, inferring, making textual connections). According to Morocco and Hindin (2002) students with disabilities often do not participate in classroom discussions because they may not understand how to effectively communicate their ideas; however, there is a belief that their active engagement in peer discourse can enhance their critical literacy skills. Peer discourse that involves collaborative thinking activities increases students' understanding of a text and societal issues as well as promotes a willingness to read; however raises the bar for cognitive demands placed on students (Morocco & Hindin, 2002). Students can play numerous roles while participating in group discussion such as asking and answering questions, responding to the ideas of others while synthesizing those ideas with their own, contributing their perspectives, making interpretations or inferences, using textual evidence to support their inferences, and using a variety of comprehension strategies to increase their understanding of a text (Morocco & Hindin, 2002). Galda and Beach (as cited in Morocco & Hindin, 2002) believe that students also need to bring to the conversations the connections they have based on their prior experiences and relate it to the characters and events in the text in order to gain deeper levels of understanding. Morocco and Hindin, 2002 suggested that students should be reading engaging texts as well as learning to interact with the texts that they encounter in a similar manner to proficient readers. Maloch; Morocco and Chiarelli (as cited in Morocco & Hindin, 2002) support the belief that many teachers and students agree that implementing and participating in peer discourse presents many obstacles due to the rigorous cognitive demands being placed on students. Cultural and linguistic diversity also plays a major role in these challenges that many students and teachers face surrounding the implementation of classroom discussion to support students' comprehension Morocco & Hindin, 2002).
Problem Statement
The New York State Common Core State Standards (NYSCCSS or CCSS) for English language Arts (ELA), grades K-5, require that students are able to read and comprehend a variety of genres at or above grade level proficiency with a strong emphasis being placed on non-fiction text (CCSS Initiative, 2014). The standards for speaking and listening also encourage student engagement in collaborative discourse with peers about grade level text in order to support students' comprehension (CCSS Initiative, 2014). The problem is that many students are scoring below required proficiency levels on state wide assessments in regards to their comprehension. Student conversations and the ways in which teachers facilitate and scaffold these conversations can play a variety of roles as well as have a significant impact in the enhancement or regression of students' comprehension (Jordan & Massad, 2004). In my role as the researcher, I reviewed the quantitative research that has been previously conducted surrounding the topic of classroom discussion, its' effects on student comprehension for my data collection purposes, and then analyzed these studies in search of patterns of the various discussion approaches as well as patterns in the demographic information of the subjects who participated in the studies in order to draw conclusions as to which discussion approaches appear to be most effective for each population of students. The results of my study will provide insight on effective implementation of student interaction, in order for students who are currently struggling to score at or above grade level on assessments of comprehension. Peer interactions allow students to have more
opportunities to practice their literacy knowledge and skills, which is thought to have a positive impact on test scores. Based on the research of Jordan & Massad (2004), it seems that student discussions can be a powerful tool, when utilized appropriately, for the development of comprehension surrounding complex, informational text. According to Jordan & Massad (2004) improvement in student comprehension relies on meaningful interaction with the text and with other learners, so that students can reveal their thought processes engaged in throughout the reading process in order to increase all students' metacognitive awareness as opposed to simply being taught the comprehension strategies or processes.
Significance of the Problem
According to Murphy et al. (2009) "The role of classroom discussions in comprehension and learning has been the focus of investigations since the early 1960's" (p. 740).There are several reasons that my research is significant, the first is so that teachers, administrators, student advocates, curriculum specialists, and policy makers may be able to gain further insight on the impacts that classroom discussion has on the reading comprehension of students and discover effective methods for differentially implementing multiple discussion approaches into their curriculum. The need to gain further insight surrounding implementation of classroom discourse is crucial for making effective instructional decisions based on individual learning needs when teaching comprehension; to discover the population(s) of students which seem to benefit more or less from each type of discussion approach in order to enhance comprehension; and to potentially improve instruments used for reading comprehension assessment purposes. Teachers need to be willing to sometimes go beyond the intended context of their lesson based on individual student's responses and questions in order for effective teaching and learning to occur (Boyd, 2012).
A second significant aspect of my research is that a myriad of comprehension strategies can be demonstrated for students through peer discourse with appropriate scaffolding by the teacher, which can increase the students' understanding of the texts they interact with. However, the careful examination of each individual discussion approach and its effectiveness may allow teachers and researchers to develop a better understanding as to which comprehension strategies work best for various population(s) of students or learning styles as well as which comprehension strategy pairs best with each type of discussion approach based on lesson objectives and chosen text. Oftentimes, teachers will discuss a variety of comprehension strategies, apart from actual reading time, such as questioning, rereading, making connections, predictions, and inferences to assist students with improving their understanding of texts they read. The strategies being taught outside of authentic literacy experiences can cause a separation for students between reading and the application of these processes throughout the reading process. Jordan & Massad (2004) believe that teachers need to go beyond simply teaching students strategies for comprehension and provide students multiple opportunities to thoughtfully interact with texts utilizing the strategies taught in order to effectively increase their understanding of a text. Peer collaboration allows readers' thought processes to be modeled in real-life scenarios which can potentially enhance the meaning and knowledge of use of these strategies for many students due to their active engagement. Student discussion with peers often encompasses a variety of tasks that the students must perform which leads to the issue of the specific roles that these conversations play within the classroom context and how the various roles can be implemented to most effectively meet the needs of each individual learner. Jordan & Massad (2004) suggested that the type of student discourse that was portrayed in their study may not be effective for other third grade classrooms where students are not reading at or above grade level. Thus, a need for further research surrounding the roles of classroom discussion and its' impact on student comprehension is needed.
Purpose of the Study
My research serves several purposes, the first was to conduct a meta-analysis so that I could examine, synthesize, and analyze the previous quantitative studies that have been previously conducted regarding the effectiveness of engaging students in classroom discussion after reading in order to enhance their comprehension of what they read. The present research also served the purpose of adding to and extending the current knowledge of the roles that teachers and students play in peer discourse, the ways in which classroom interactions can impact the comprehension of culturally and linguistically diverse students, made connections between the types of discourse used and teacher methods for facilitating effective communication among students, and the types of students that seem most receptive to the benefits of interactive discussion. Lastly, I wanted to more extensively examine the various types of discourse that take place in the classroom so that I could gain further insight regarding the types of discussion approaches that are most commonly used.
Classroom discourse and comprehension play a significant role in literacy instruction and assessment. Teacher's must explicitly model for the students how to engage in meaningful conversation with one another, offer plenty of guided practice, carefully scaffold students participation in these discussions, and allow ample opportunities for students to practice applying these skills while engaging in authentic reading and writing practices. Therefore, teachers need to be well versed regarding research based methods that are most effective toward engaging students in higher level cognitive activities and facilitating meaningful discussion that works toward enhancing the comprehension proficiency of every student. There has been much
discussion lately on the importance of student led discussions for the purposes of improving comprehension instruction and creating a culture of active versus passive learners. Students must be active participants in their learning by sharing thoughts, ideas, connections, questions, predictions, and inferences in order to potentially improve their comprehension.
Research Questions
My research consisted of one main topic and three subtopics:
* I investigated the broad topic of "the role of classroom discussion on students' text comprehension" (Murphy et al., 2009), retrieved from (Duke & Mallette, 2011, p.274). What are the ways in which classroom discussion impact students' comprehension proficiency?
* I specifically focused on the roles that teachers play to facilitate and implement these discussions. How can teachers effectively implement and facilitate meaningful conversation in the classroom surrounding complex text in order to improve student comprehension proficiency?
* I also focused on the role that diverse populations of students, such as ELLs and students with disabilities have as part of these discussions in order to discover the ways in which discourse may impact their comprehension. In what way does discourse among peers impact the comprehension proficiency of ELLs and students with disabilities?
* I attempted to weave together common themes between each method of discourse, the comprehension strategies that are demonstrated as part of the lesson, and the populations of students that seem to have increased their comprehension abilities based on the type of discourse used. What are the discourse approaches that seem
to be most effective for enhancing the comprehension abilities of ELL's and students with disabilities?
Rationale
Conducting research of this nature will help to provide deeper insight for me, current and future teachers regarding the most effective ways to incorporate peer discourse into literacy instruction in order to increase students' metacognitive awareness during their thought processes throughout reading. Meta-cognitive awareness is an important factor for enhancing students' ability to self-monitor their own use of strategies which will lead to deeper levels of thinking and meaning that students can make. Furthermore, social interactions between students with their peers and between students and their teachers can provide all learners with opportunities to demonstrate the valuable funds of knowledge that they bring to the classroom through discussion and sharing of diverse perspectives. In addition, the results of my research will enable me to more effectively support my students' learning and comprehension through social construction of knowledge, and deepen my understanding of the ways in which these classroom discussions can impact the comprehension of ELLs and students with disabilities. These diverse populations of students will need varied levels of support, guided practice, and scaffolding because their values, cultural norms, and beliefs toward literacy activities may be different than that of other students in the class or the teacher. That is why it is important to research how classroom discussion can impact the teaching and learning for these students. Cultural responsiveness should always be a factor when selecting appropriate texts, planning instructional activities and assessments, and engaging students in conversations.
Also, examining the different types of discourse approaches used and their effectiveness as literacy instructional methods will expand my knowledge base and increase my
understanding; thus allowing me to model the use of language surrounding literacy activities for my students who are culturally and linguistically diverse. I believe that allowing students to make meaningful connections to their reading and writing assists them with gaining further insight in a manner that allows them to store the information using multiple networks in their brain.
In finality, this research topic is important because I plan to teach students with disabilities, and I would like to know more about how interactions with others can impact their understanding of texts that they encounter. I currently work with individuals with disabilities, supporting a wide variety of age levels with achieving their personal goals related to independence with learning life skills such as money identification when making purchases, cooking, household chores/maintenance, exercise, reading, and social integration into their local communities. I have seen firsthand the power of oral language and how it helps support the learning and comprehension of some individuals I work with. For example, there is a young woman I work with that has developmental disabilities and based on her conversations with me and her inquiries about the meanings of words she is unfamiliar with, she has been able to increase her vocabulary by five new words. She is also able to use the words in context by asking me "can you warm me up with some friction" or "yawns can be contagious". I also investigated the levels of participation in classroom discussion for students with disabilities and ELLs. The level of student participation can be an indicator of the effectiveness of the discussion approach being used and the methods that the teacher exercises to facilitate the students' talk among each other. Students need varying levels of support; therefore, it is important for me to be familiar with several ways in which I can facilitate meaningful discussion, whether large group or small group, so that every student regardless of abilities has an opportunity to create new knowledge. I have learned from previous experiences and my own college course discussions that discourse allows for knowledge to be shared and added to, so that further insight can be gained and deeper levels of understanding can be reached.
Study Approach
Conceptual Framework
The conceptual framework for my study was grounded upon the socio-cognitive, sociolinguistic, and socio-cultural theories of teaching and learning literacy. Morocco & Hindin (2002) assert that "Teaching for understanding in the area of literature is a social and culturally situated process" (p. 145). In regards to the socio-cognitive and social constructivist theories of literacy teaching and learning Murphy et al. (2009) state that, "Vygotsky (1934/1986) conceived of learning as a culturally embedded and socially mediated process in which discourse plays a primary role in the creation and acquisition of shared meaning making" (p.741). Vygotsky's (1978) view suggested that when children are active participants in authentic literacy activities such as engaging in classroom conversations after reading an article with classmates, teachers, and parents, they are more likely to develop their literacy skills by building knowledge based on the multiple perspectives that others bring to the discussion (Murphy et al., 2009). Murphy et al. (2009) also noted that Piaget (1928) maintained the perspective that the use of expressive and receptive discussion is necessary for one to develop their cognitive abilities, higher order thinking, and problem solving skills. Verbal scaffolding is a significant component to Reading Recovery in that teachers model the use of meaning, syntactic, and visual cueing systems for word decoding during reading activities then employ the gradual release model so that students can begin to apply these strategies to their independent reading (Triplett, 2002). In this case teacher- student interactions lead to higher levels of understanding. Reciprocal teaching has also been noted as a "verbal comprehension scaffold" because teachers orally model the use of various comprehension strategies during read aloud then provides students with the opportunity to model their thinking strategies aloud. (Triplett, 2002).Triplett (2002) contended that activities involving think-aloud had a positive impact on the comprehension of fourth graders. In reference to the socio-linguistic theories of literacy learning, Triplett (2002) cited the work of Vygotsky (1978,1986) in which the belief is held that thought processes are further enhanced through interactions with more experienced peers and adults.
Furthermore, Triplett (2002), in regards to the socio-cultural theories of literacy learning, noted the fact that many researchers believe cultural perspectives such as values, beliefs, traditions, and ways of life all play a major role in the development of literacy skills and practices, however only one set of values seems to permeate many schools and curriculums. In addition, Triplett (2002) suggested that there are benefits when communication practices within a student's home and community are closely aligned with their school and classroom settings. Research has demonstrated that Caucasian students, mainly in generalized educational settings, from families with moderate to high SES have the benefit of discourse methods most closely matching their school's discourse practices and beliefs (Triplett, 2002). Triplett (2002) further supported the notion that interactions within the classroom either among peers or between the teacher and student has been shown to benefit the literacy learning of culturally and linguistically diverse students. Research also reveals that "instructional conversations around concrete classroom experiences helped nonmainstream students to make connections with their own cultural experiences, construct new cognitive knowledge, and develop language skills in a secondary discourse" (Triplett, 2002, p.123-124).
Methodology
I have reviewed the literature using three main databases (ERIC, PsycINFO, and Education Source) to find studies that have used a quantitative approach. All of the included studies in my search have been conducted over the last ten to twelve years, and involve the impacts that classroom discussion has on students' comprehension proficiency; the methods teachers can utilize to effectively implement and facilitate these conversations; studies that pertain to the impacts that classroom discourse has on the comprehension proficiency of ELLs and students with disabilities; and the specific discussion approaches that seem most effective for these particular populations of students. I used a variety of keywords while conducting my search such as classroom conversation and comprehension, peer discourse and comprehension, classroom discussion and comprehension, and discussion approaches and student comprehension. Many of my search results came up studies that were qualitative in nature. I decided to use these studies within my literature review. I attempted to begin narrowing my search results by adding the keyword quantitative to my search. However, this method did not yield any significant results. In order to narrow my search, I began clicking on the titles of each article within the results list to obtain a detailed record of each article. There I began to find studies that have used a quantitative approach or a mixed method approach. I labeled each reference from a level A-D, depending on which category of my research questions the study most closely resembled. For example references labeled with an 'A' most closely relate to the impacts that classroom discussion has on students' comprehension proficiency. References labeled with a 'B' involve methods that teachers can use to effectively implement and facilitate student discussion to improve comprehension proficiency. References labeled with a 'C' pertain to the ways that classroom discussion impacts the comprehension proficiency of ELLs and/or
students with disabilities. References labeled with a 'D' include discourse approaches used to improve the comprehension proficiency of ELLs and/or students with disabilities.
Chapter Two: Literature Review
Jordan & Massad (2014) conducted a study that involved the exploration of various roles that a third grade teacher played in guiding and scaffolding student-led discussions in order to enhance students' understanding of complex, non-fiction text such as an article in an online newspaper. For the activity designed by the teacher, titled "In the News", two students were selected and paired together each week to be the designated reporters. As designated reporters they chose the article, read and summarized it, then reported the article to the whole class, and lead discussion. "When students summarize text they can develop a better understanding of complex material ,increase competence at expressing their understanding, improve knowledge retention, actively construct meaning, and increase metacognitive awareness" (Jordan & Massad, 2014,p.12). The results of this study demonstrated three roles that the teacher played throughout this activity to guide and scaffold the students' comprehension of the text and interactions with each other which include checking for understanding periodically during the reading and summarizing of their chosen article; the intermediary role to guide discussion by providing prompts so that deeper levels of meaning can be made; and Moderator to foster students' active self-monitoring of the ideas that are being communicated among themselves (Jordan & Massad, 2014).
Kucan & Beck (2003) aimed to examine three questions involving student discussion and comprehension. These three questions addressed, "does the environment in which the discussion takes place impact a student's comprehension, does talking about texts with peers influence the quality of students' talk, and do experiences talking about the text influence individual thinking about the text" (Kucan & Beck,2003, p.1)? For this study, participants were asked to read an expository text, think aloud while reading, and respond to prompts following the reading for pretest and post-test sessions as well as discuss the text in an intervention session either in a small group with peers or individually. The findings insinuate that environment does not necessarily impact a student's comprehension because all participants in this study exhibited improved results when asked to respond to the prompts; nevertheless, participating in a group discussion does affect comprehension as opposed to individual talk, and a student's experiences talking with others can influence their individual thinking about the text (Kucan & Beck, 2003). Students that questioned, summarized, predicted, and frequently interacted with peers about texts that have been read displayed enhanced comprehension scores on standardized assessments and support the use of discourse for teaching comprehension (Kucan & Beck, 2003). According to Kucan & Beck's (2003) review of the literature students that voice their thoughts during reading as opposed to reading and thinking silently, display improvement in recall of information provided in the text and response to beyond literal level questions about the text. Kucan & Beck (2003) also suggest that student conversations that involve questioning the author allow students to make meaningful connections by synthesizing the author's ideas with the perspectives of others as well as their own, actively participate in discourse with peers in a reciprocating manner, and generate a variety of their own questions.
Morocco & Hindin (2002) sought to investigate the ways in which students with disabilities at the middle school grade level interact during whole class or small group discussions and how their conversations among peers enhances their understanding of a text presented in class. Morocco & Hindin (2002) support the belief that students gain valuable literacy skills and practice, along with enhanced understanding by engaging in discussion with peers. Their findings indicate that students with disabilities can gain the skills necessary to actively participate in discussion with peers to build deeper levels of meaning when interacting with complex texts (Morocco & Hindin, 2002). Due to the complexities surrounding students' diverse academic, cultural, and linguistic backgrounds it can be difficult to increase student participation in classroom discussions which aim to interpret ideas in a text (Morocco & Hindin, 2002). Therefore, educators should develop their knowledge of discourse and teaching practices that will encourage and motivate student participation, so all students can derive deeper levels of meaning from the text (Morocco & Hindin, 2002). Morocco & Hindin (2002) suggests that teachers should ask questions that encourage thoughtful discussion and elicit a variety of perspectives surrounding the meaning of a text. Morocco & Hindin (2002) encourage teachers to further support the understanding of culturally and linguistically diverse students by reiterating what students say in a different format so that the ideas shared can be coherent to everyone. Morocco & Hindin (2002) asserted that students gain higher levels of control over their use of "literacy discourse" practices when multiple opportunities and a variety of situations to apply these skills are presented. Morocco and Hindin's (2002) analysis of "student talk" demonstrated that students had a clear understanding of the various discussion roles that had been previously taught. Students also demonstrated use of these roles by their ability to make inferences, using textual evidence
Wiseman's (2011) research examined how student learning can be enhanced through student discussion and interaction immediately following a read-aloud. The participants of this study included 21 African American Kindergarten students of low SES and a Caucasian teacher who uses mostly culturally specific, picture books for her read-aloud sessions to engage students in rich discussion through contribution and interaction (Wiseman, 2011). The teacher who participated in this study maintained consistency with daily book introductions which included pointing out and discussing various features of the text such as the front and back covers as well as the dedication and copyright pages in order to elicit predictions and inferences from the students. The author of this article conducted his research under the premise that interactive read-aloud sessions contribute to student's learning because they provide opportunities for teachers to model and scaffold as well as opportunities for students to model effective comprehension strategies through classroom discourse (Wiseman, 2011). According to Wiseman's (2011) review of the literature teachers often utilize the IRE discussion model which includes teacher initiating questions and evaluating responses and students responding to the teacher initiated questions or choose to emphasize comprehension, fluency, and vocabulary during interactive read-aloud. The findings of this study suggested that interactive read-aloud encourage open ended questions and responses as well as promote student understanding through the social construction of knowledge model of teaching and learning which can be built upon each individual student's strengths and knowledge that they bring to the discussion (Wiseman, 2011).
Worthy, Chamberlain, Peterson, Sharp, & Shih (2012) aimed to report the ways in which exemplary teachers effectively utilize read-aloud sessions along with classroom dialogue by encouraging positive, interactive, and attentive communication among students in a second grade classroom. The participants of this study included 19 students in an inclusive classroom setting, with mostly Caucasian as well as four Latino, one African American, and one Middle Eastern student (Worthy et al., 2012). The teacher who participated in this study believed student interaction immediately following a read aloud allows students to connect as a community of learners and increase their oral language and critical thinking skills (Worthy et al., 2012). The teaching and learning philosophy of developing a positive classroom culture which includes a community of literacy learners through peer discourse is also supported by the research of
Wiseman, 2011 and Morocco & Hindin, 2002. Worthy et al.'s (2012) belief was that read-aloud sessions followed by meaningful whole class discussion are an effective practice to enhance student engagement and interaction with texts to improve their level of understanding and use of strategies while reading. The teacher in the study used discussion techniques such as encouraging students to elaborate on what they have said; students to think critically about the author's purpose and rationale; and students to interact meaningfully with the text by predicting, questioning, and dramatizing scenes or dialogue in the text (Worthy et al., 2012). The results illustrated that the use of these techniques by the teacher fostered a learning environment in which each student's voice could be heard, and encouraged respectful, patient, and attentive listening (Worthy et al., 2012).
Zhang, Anderson, & Nguyen-Jahiel's (2013) study focused on exploring the effects of an approach to student discourse called Collaborative Reasoning (CR). Zhang, Anderson, & Nguyen-Jahiel (2013) report that there are significant gaps in performance level on assessments of reading and writing skills among ELL's, specifically when their primary language is Spanish and come from low SES backgrounds when compared with their peers who's primary language is English. Zhang, Anderson, & Nguyen-Jahiel (2013) state that literacy instruction targeted toward ELL's does not often incorporate activities and tasks that are geared toward oral language proficiency. CR involves student-led, small group discussions in which students take a position on the issue(s) presented in the text, present a reasonable argument, respond to other arguments presented during the discussion, and support their argument using textual evidence (Zhang, Anderson, & Nguyen-Jahiel, 2013). The teacher sits on the sidelines and offers support and scaffolding when needed in order to keep the discussion on track (Zhang, Anderson, & NguyenJahiel, 2013). Zhang, Anderson, & Nguyen-Jahiel (2013) believe that CR discourse provides
students with multiple opportunities to interact with their peers surrounding complex societal issues, and allows students to practice skills such as oral language and higher order thinking. The researchers of this study examined three questions to narrow their research which included do CR discussions improve ELLs English listening, speaking, reading, and writing, their motivation and level of participation in class discussions, and learning attitudes. The participants included seventy-five Spanish speaking fifth graders. The results of the study purport that students who participated in the CR group showed enhanced listening and reading comprehension when compared with that of the control group. The findings also indicated that the students also had improved in several of the other areas of oral and written language development that were assessed throughout the research.
Chapter Three: Study Design
I specifically designed my study after that of a meta-analysis to examine previously conducted, quantitative research studies that inquired about the ways that classroom discussion impacts students' comprehension proficiency. I investigated the ways that teachers can effectively implement and facilitate meaningful conversation in the classroom surrounding complex text in order to improve student comprehension proficiency. I also focused on the role that diverse populations of students, such as ELLs and students with disabilities have as part of these discussions in order to discover the ways in which discourse may impact their comprehension. I also wanted to examine the connections between each method of discourse, the comprehension strategies that are demonstrated as part of the lesson, and the populations of students that seem to have increased their comprehension abilities based on the type of discourse used.
My Positionality as the Researcher
I am currently a classroom substitute teacher, primarily teaching in the primary grades as well as assisting individuals with disabilities within the community that I live with obtaining and maintaining independence through working on individual goals. I am interested in the ways that peer discourse can be effectively incorporated into the curriculum in order to engage students in meaningful discussion. By creating a classroom environment that values diverse perspectives and offers every student daily opportunities to share their ideas and build upon the ideas of others, it will allow them to make deeper connections that will lead to increased understanding of texts that they encounter. I believe that classroom discussion also helps students to enhance other
literacy skills that are necessary for becoming successful within 21 st century college and career markets.
I specifically wanted to focus on the impact that peer discussion and interaction has on the comprehension of students with disabilities and ELL's because I feel that these specific populations of students may benefit most from discourse in many aspects of their literacy development. I have learned a great deal about the ways in which students with disabilities process information presented to them through discussion with more capable peers and adults. A prime example is a young lady that I work with, who was able to learn the meaning of the word friction through questioning, discussion with an adult, voicing the definition, and applying the concept to real life actions such as rubbing her hands together. This leads me to the conclusion that discussion among peers and more capable others can enhance comprehension when incorporated with repetition of the concept through action. Peer discussion should be incorporated with a variety of learning techniques in order to increase effectiveness because use of multiple strategies encourages students to utilize a myriad of abilities which can lead to deeper levels of understanding. I have also learned that speaking and listening are significant aspects to literacy development that can enhance a student's experience when engaging in literacy activities by allowing him/her to be exposed to a variety of perspectives.
The topic of student discourse and its' effectiveness in regards to comprehension instruction is relevant to my pedagogy because some students with disabilities may have a difficult time with grasping some the complex ideas embedded in non-fiction texts that are presented in class. Engaging students in paired, small group discussions, or whole class discussions with explicit teacher guidance and scaffolding may afford them opportunities to observe and reenact the processes needed to foster proficient development in a myriad of literacy
skills including comprehension. These skills can include speaking, listening, reading, teacher does the talking and teaching and the students do the listening and learning.
summarizing, synthesizing, making inferences, making connections, rereading, and predicting. I firmly believe that student participation and engagement in every activity or lesson will increase the chances for effective teaching and learning to occur, as opposed to rote methods in which the Comprehension instruction is an especially significant focus involving peer discourse due to the current rigors of the CCSS, increased population of English Language Learners, and high level of demand and competition in 21 st century college and career markets. The ability to read and decode words is an important literacy skill; however, many children, parents, and community members may not realize that comprehension is the key that unlocks many doors in the world of words.
Data Collection/Analysis
For data collection purposes, I will be searching for research articles, literature reviews, and meta-analyses using three major databases including ERIC, Education Source, and PsycINFO. I coded the data by categorizing each discussion approach by letter A, B, C, D, etc., categorize each method used by the teacher to implement or facilitate the discussion (i.e. checking for understanding frequently, modeling discussion techniques, grouping students together either homogeneously or heterogeneously, etc. by number 1, 2, 3, etc., and categorizing the specific populations of students by lowercase letters a, b, c, etc., and the students' levels of participation by low, medium, and, high. I plan to search for common themes among the results of each study after the coding is completed. I will then analyze the results of each study and synthesize the ideas and findings presented by each author to create a broad perspective on the most effective discussion approaches, best practices for implementing peer interactions, and how these interactions relate to successful student comprehension.
Procedures
* I began my data collection process for a total of six to eight weeks.
* I included in my data quantitative research studies pertaining to the topic of classroom discussion and its effects on student comprehension. Under the umbrella of this topic for inclusion were methods of classroom, peer discourse, and teacher methods for implementing and facilitating these conversations, so that students can effectively communicate their ideas and perspectives with one another in a manner that promotes deeper levels of thinking and understanding.
* I coded the data according to my analysis process described above.
* I was then able to search for common themes among the various sets of my collected data. I will be examining the types of discussion approaches used in each study, the contexts of each study including participant's used, the ways in which the teacher facilitated the discussion, and if possible the comprehension strategies that were demonstrated through the discussion.
* I noted the findings from each study and made connections between the findings of each study.
* I analyzed the connections and themes in order to draw conclusions about whether or not the results of each study were valid.
* Lastly, I reported my findings based on common themes that were found. I also briefly discussed possible implications for future research.
Criteria for Trustworthiness
* Prolonged engagement- I engaged in this research and collected data for a period of six to eight weeks. Then I spent a considerable amount of time examining, analyzing, and synthesizing my data so that I could draw conclusions.
* Triangulation- I collected several types of data including scholarly, peer-reviewed journal articles, literature reviews, meta-analyses, and research studies all pertaining to the role of classroom discussion on student's comprehension. I analyzed the data in search of trends that included demographic and contextual information about participants and settings of each study, types of discussion used to promote student understanding, and methods of implementing and facilitating meaningful classroom discourse.
* Negative case analysis- I thoroughly investigated the literature surrounding my topic and have presented multiple perspectives in my research. I searched a variety of educational research databases such as Education Source, ERIC, and PsycINFO and included multiple genres to ensure that a variety views related to my research topic were conveyed. It is essential to collect, analyze, and evaluate similar and opposing perspectives while conducting research so that the author's beliefs are not isolated. This process also allows for bias to be reduced as well as validity of findings to be increased because the analysis will be based on diverse ideologies and beliefs related to literacy teaching and learning.
* Dependability- I have included a detailed research process and procedures in my research. I have fully described my data collection and analysis procedures, methods for conducting my research using the meta-analysis approach, and criteria for inclusion of my data.
* Confirm ability- At the conclusion of my data analysis process, I began to formulate findings as to the types of classroom discourse that can be used to enhance students' comprehension, teaching methods for implementation and scaffolding these conversations, and populations of students that seem to benefit most as a result of discussion with peers and proficient readers. My findings were directly derived based on the results of the collected data due to the nature of the meta-analytic methodology.
Chapter Four: Findings
A -The Impact that Classroom Discussion has on Students' Comprehension Proficiency
Liu, Wu, and Ko (2014) sought to investigate the impacts of classroom online discussion approaches used along with prediction strategy instruction on students' comprehension. The participants for this study included approximately 113 students from four fifth grade classrooms located in an urban district. Liu, Wu, and Ko (2014) noted that the threshold for selecting participants for this study was that scores on the comprehension pre-assessment had to be greater than 5% due to the fact this system for instruction was not beneficial for students with reading disabilities. According to Liu, Wu, and Ko (2014) reading comprehension strategies are an essential component to literacy instruction. Liu, Wu, and Ko (2014) mentioned that many classroom discussions involve more talk by the teacher rather than the students which can negatively influence perceptions toward the effectiveness of the use of discourse practices within the classroom to promote student comprehension. Liu, Wu, and Ko (2014) suggested that if students are not active participants in these conversations it may reduce their ability to extend the understanding that they have. Liu, Wu, and Ko (2014) also suggested that online discussion may be an alternative solution to incorporate so that students who may be reluctant to participate in oral discussion may be more likely to engage in online discussion.
According to Liu, Wu, and Ko (2014) there are four types of comprehension instruction which include single strategy, combined strategy, direct instruction, and constructivist. Liu, Wu, and Ko (2014) purported that constructivist approaches tend to be more effective when compared with the other methods, because they encourage students to formulate their own perspectives to deepen their understanding. Liu, Wu, and Ko (2014) contended that group discussion does seem to improve the comprehension proficiency of students when paired with constructivist and single strategy approaches to comprehension instruction.
The study conducted by Applebee, Langer, Nystrand, and Gamoran (2013) included a discussion relating to the similarities between the results of previous studies that they have conducted to the research of others involving the subject of student- teacher interactions using various discourse approaches. The researchers of this study wished to draw upon these similarities to investigate student literacy achievement in classrooms that promote classroom discussion to build understanding from those classrooms which do not often use various types of discourse within the classroom. Applebee, Langer, Nystrand, and Gamoran (2013) also pointed out that another goal of their study was to examine how their findings from previous qualitative studies would correlate to the findings of this particular study that presented quantitative data with a wider range of participants. There seems to be a great deal of diversity among the participants of this study which included approximately 974 students from schools ranging across five different states, urban and suburban classroom settings, middle and high school students, and varying ability levels.
Applebee, Langer, Nystrand, and Gamoran's (2013) findings suggested that factors such as gender, SES, location of school setting urban versus suburban, ethnic background, and high school or middle school grade levels are all factors that may impact student performance on assessments of literacy skills and knowledge. According to Applebee, Langer, Nystrand, and Gamoran (2013) the results of their study also demonstrated that students who attended schools that were located in suburban settings at the high school level had higher levels of performance when compared with urban, middle school settings. Furthermore, female students of nonHispanic descent that have higher SES also seemed to have higher performance levels on literacy assessments. Applebee, Langer, Nystrand, and Gamoran (2013) further indicated that students displayed increased amounts of academic rigor and engaged students in meaningful discourse also had satisfactory performance levels on assessments of literacy performance at both the high school and middle school grade levels and seems to be beneficial for all students. However, in regards to race/ethnicity students with Asian backgrounds seemed to benefit most from instruction that utilized discourse and prompted rigorous thinking from students (Applebee, Langer, Nystrand, and Gamoran, 2013).
Vaughn et al. (2013) sought to investigate the quality of a content acquisition and reading comprehension intervention program used within eighth grade social studies classrooms using a quantitative methodology. A total of 419 students from two schools located in an urban district were chosen to participate in this study and were divided into 16 treatment groups and 11 control groups (Vaughn et. al, 2013). According to Vaughn et.al (2013), most of the students who participated in both the control and treatment groups were of Caucasian background with an even mixture of male and female subjects. About 30% of participants in the treatment group were of Hispanic origin and 25% in the control group (Vaughn et.al, 2013). Fewer than 10% of the participants from both groups were labeled as African American or Asian (Vaughn et.al, 2013). Approximately 23% of participants from each group were considered low SES and 6% were considered ELL from both groups combined (Vaughn et.al, 2013).The academic content for both treatment and comparison groups was the same, however in the treatment classes instructional approaches consisted of essential word study, text-based reading and discussions, as well as team-based learning approaches (TBL).
The findings of Vaughn et al.'s (2013) study suggested that students in treatment groups demonstrated significantly higher scores on assessments of content procurement and both
standardized and content based comprehension assessments. Vaughn et al. (2013) also suggests that the team based learning (TBL) approach and active participation in peer discourse can increase student's comprehension either in individual or group based activities. Vaughn et al's (2013) research did not provide any insight as to which population of students the TBL and discussion approaches seemed to work best for.
B - Methods that Teachers can use to effectively Implement and Facilitate Student Discussion to Improve Comprehension Proficiency
Mikyung, Crosson, and Resnick (2005) conducted a study that involved a mixed methods approach, in which they collected both quantitative and qualitative data. Their goal was to investigate various types of classroom discussion so that they could determine if there was a correlation between student-teacher interactions and the rigor of the comprehension lessons being presented to the students. The participants of this study included 21 teachers from ten schools; 441 students ranging from grades one through eight, 20% of whom have been identified English Language Learner's. Instructional Quality Assessments (IQA) were used as part of the data collection instruments to measure the quality of classroom discourse, critical thinking involved in lessons, clarity of expectations, and level of student self-management. The types of discussion techniques that were examined and observed were those to which the teacher and students linked knowledge related to discussion; teacher asking for knowledge from students and students providing knowledge; and teachers asking for rigorous thinking versus students providing rigorous thinking.
The results indicated that the teachers were the main facilitators of the discussions that took place (Mikyung, Crosson, and Resnick, 2005). The number of teachers prompting students for responses was higher when compared with the number of students who offered responses or knowledge that they gained (Mikyung, Crosson, and Resnick, 2005). According to Mikyung, Crosson, and Resnick, (2005) higher order thinking mostly occurred when the mean scores were listed as 3 or higher. In the cases of teacher's linking knowledge and student's linking knowledge during whole group discussion the mean scores were approximately 2.14 and 2.00 (Mikyung, Crosson, and Resnick, 2005). The average scores indicate that teachers were linking knowledge throughout the discussion more often than students which demonstrates that there were lower level cognitive demands being placed on students. The mean scores for teachers asking for knowledge and students providing knowledge throughout the discussion were 3.14 and 3.10 respectively (Mikyung, Crosson, and Resnick, 2005). These scores delineate that students provided knowledge almost equally to the amount of times teachers prompted the students to provide knowledge throughout the discussion which raised the level of rigor for student thinking throughout the discussion. The mean scores for teachers prompting students to think rigorously and students providing rigorous thinking were 3.38 and 3.14 (Mikyung, Crosson, and Resnick, 2005). These scores demonstrate that students were actively using higher order thinking skills while engaging in whole group discussion a majority of the time.
As a result of conducting their study, Mikyung, Crosson, and Resnick, (2005) found that teachers were the primary leaders of most of the whole group discussions that took place. Mikyung, Crosson, and Resnick, (2005) were intrigued by the fact that students often did not seem to make connections to each other's ideas throughout classroom conversations. Mikyung, Crosson, and Resnick, (2005) cited the notion that reiterating and building upon the perspectives of peers throughout dialogue can enhance the depth of knowledge and meaning that is obtained by the students. Mikyung, Crosson, and Resnick, (2005) suggested that creating a community of learners is essential for deeper learning to occur. A community of learners interacts to share perspectives and build upon ideas presented while respecting the diverse opinions that may emerge during classroom discourse. Mikyung, Crosson, and Resnick, (2005) also suggested that teachers should become more educated on effectives ways to implement teacher and student linking discussion approaches to enhance the effectiveness of teaching and rigor of student thinking.
C - Ways that Classroom Discussion Impact the Comprehension Proficiency of ELLs and/or Students with Disabilities
McElvain (2010) chose to utilize a mixed method approach involving both quantitative and qualitative data. For the purposes of this meta-analysis, I focused on the quantitative data that was presented. McElvain's (2010) study aimed to investigate the academic and psychosocial impacts of the Transactional Literature Circles (TLC) program on 75 fourth through sixth grade students in two different low SES schools. The researchers also examined the impacts of the implementation of TLC's on the reading comprehension of mainstreamed ELL's over a period of one year as well as measured the reading comprehension progress of the participants within the treatment group after seven months. Students that participated in this study as members of the treatment group were classified as English Language Learner's (ELL's) who are at risk for retention according to district appointed criteria (McElvain, 2010). Students had to meet one or more of these four criteria in order to participate in the study which include, their scores for the California STAR Test in ELA (CST-ELA) were at or below basic level; their performance on the California English Language Development Test (CELDT) was at or below intermediate level; were performing below required state grade level standards in reading, were proficient in their
native language and been attending schools in the U.S. for two or more years; or were not enrolled in any other specialized learning programs (McElvain, 2010).
The demographics of the participants in the treatment group for this study was inclusive of 37% in grade four, 36% in grade five, and 27% in grade six (McElvain, 2010). In relation to gender statistics, male participants seem to be more abundant as the gender makeup of the participants was 37% female and 63% male (McElvain, 2010). The racial demographic makeup of the students participating in this study was 72% Hispanic, 15% Filipino, 7% Vietnamese, 3% Chinese, and1% Asian Indian, White, and Pacific Islander (McElvain, 2010). In contrast, the teachers' demographics within the treatment group are 62% White and 77% female (McElvain, 2010). Results for this study were compared with a similar control group of students who did not participate in the study, although the percentages vary slightly, the only significant difference among the demographics of the control group compared to the treatment group was a slightly lower percentage of Hispanic participants, a higher percentage of male participants, and a higher percentage of White teachers. McElvain (2010) raised a concern that many ELL students are gaining very little meaning from what they read based on the fact that a majority of the students believe that good readers simply use grapho-phonic cues to decode words, use voice intonation while reading, and speak clearly. McElvain (2010) suggested that ELL students will be more successful with reading comprehension when meaningful discussion takes place surrounding literacy activities and explicit comprehension strategy instruction is provided.
Figure 4.1, demographic makeup of McElvain's (2010) study involving the TLC program
McElvain's (2010) first inquiry involved how the implementation of TLC programs influenced the reading comprehension scores of mainstreamed ELL's. The results demonstrated that students who scored "far below basic level" for both groups had significantly improved their performance percentage on the CST-ELA with a 34% improvement in test scores for members of the treatment group and a 2% increase in test scores for members of the control group (McElvain, 2010). ELL students were able to raise their reading level by one grade in less than a year, and demonstrated a stronger sense of engagement and motivation to be active participants in discussions with peers as well as an improvement in self-image as a reader (McElvain, 2010). Scores on the CELDT reading and writing portions demonstrated an increase of approximately 33 points and 30 points for participants within the treatment group; furthermore the scores demonstrated an increase of approximately 25 and 12 for participant within the control group respectively (McElvain, 2010). McElvain (2010) suggests that there is a strong connection between knowledge of reading and writing which could explain the increase of achievement in both areas of literacy learning.
Van Staden (2013) utilized a quantitative approach to examine the effectiveness of implementing and combining the use of multi-sensory coding strategies and scaffolding techniques to guide readers who are deaf in four essential areas of students' reading development including sight word fluency, word recognition, knowledge of receptive and expressive vocabulary, and reading comprehension. The participants included 64 children, aged six to eleven years, who had been diagnosed with severe to profound bilateral hearing loss, and who were two or more years behind grade level in reading. The study was conducted in a residential school for the deaf, located in a rural area of the Free State Province, South Africa. The participants were randomly chosen from hearing families with a low SES background and
randomly assigned to the experimental or control group. The study implemented a balanced literacy approach to instruction that allowed students to participate in a variety of multi-sensory word coding activities and use sign language to engage in interactive reading activities to increase their comprehension and build other essential literacy skills. A total of five pre and post tests were administered to the participants.
The results illustrated that students who participated in the experimental group had vastly increased their scores from pre-intervention assessments to post-intervention assessments when compared with students who are deaf that were members of the control group. Students increased their scores for word recognition by 67.5%, 69.8% for sight words, and 78% for comprehension (Van Staden, 2013). Van Staden's (2013) research also demonstrated that some children who are deaf can acquire and incorporate reading comprehension strategies into their reading and some have significant difficulty in applying these same strategies when compared with their peers who are hearing. Word decoding and vocabulary knowledge seemed to be areas that some students who are deaf struggled with the most, in turn affecting their ability to effectively comprehend (Van Staden, 2013).
D - Discourse Approaches used to improve the Comprehension Proficiency of ELLs and/or Students with Disabilities.
Silverman et al. (2014) scrutinized the relationship between the instructional approaches used by the teacher and students' vocabulary and comprehension achievement. The authors also wanted to compare monolingual students to bilingual students in relation to the impacts that instruction has on their vocabulary and comprehension abilities. The researchers used a quantitative approach for collecting and analyzing the data for this particular study. The
participants of this study included 274 students as members of 33 different classrooms which were located in various geographic regions of the United States. Silverman et al. (2014) used three different measures of comprehension throughout the course of their study which include the WMLS-R, GMRT-4 (Gates-MacGinitie Reading Test), and TOSREC (Test of Silent Reading Efficiency and Comprehension). The WMLS-R is an untimed assessment that includes a series of cloze passages for students to read and verbally fill in the blanks using contextual clues (Silverman et al., 2014). The WMLS-R has moderate to high reliability with a score of .80-.94 for students aged 7-13 (Silverman et al., 2014). The GMRT-4 and TOSREC are both group administered, timed assessments in which students were required to read grade level passages, answer multiple choice questions, and true or false questions (Silverman et al., 2014). These comprehension assessments also have moderate to high reliabilities with scores of .92-.93, .86.87, and .82-.97 respectively (Silverman et al., 2014).
The results indicated that there was a difference in impact for monolingual and bilingual students on their particular improvements involving assessments of vocabulary and comprehension. Further analysis of that data uncovered that bilingual students seemed to benefit the most from instructional approaches used by teachers. Based on their review of literature, Silverman et al. (2014) found that "differences in what teachers say may create differences in student understanding" (p.35). Silverman et al. (2014) also found that many discussion approaches that were primarily student led resulted in enhanced levels of literal and inferential comprehension for students. Silverman et al. (2014) point out that increased levels of comprehension does not necessarily demonstrate a clear link between conversations that are student led and improved comprehension. Silverman et al. (2014) also found that the components
| Assessment | Timed/Untimed | Reliability scores |
|---|---|---|
| WMLS-R | untimed | .80-.94 |
| GMRT-4 | timed | .92-.93 |
| TOSREC | timed | .82-.97 |
to more effective discussion approaches include "authentic questions", "reasoning words", and extended responses from students.
Figure 4.2 Reliability scores of assessments used in Silverman et al.'s (2014) study
Discussion
In regards to my first inquiry that involved the ways in which classroom discussion impacts student comprehension proficiency, my findings suggested that all students seem to benefit in one way or another from various types of discourse being implemented within the classroom regardless of gender, ethnicity, linguistic background, SES, or abilities. However, past research has demonstrated that factors such as ethnicity, linguistic background, and SES can hinder student comprehension proficiency, so careful consideration must be taken when designing differentiated literacy instruction. The findings of my study also suggested that student comprehension scores on a variety of national, state, and formative assessments do seem to improve most when there is a certain level of teacher support, guidance, and scaffolding used in conjunction with any type of discussion approach. My findings demonstrated that the use of online discussion may not be an appropriate discussion approach to implement when working with students with reading disabilities. However, my findings also suggested that the populations of students that seem to benefit most from online discussion approaches are students who are reluctant to participate in oral discussion within the classroom. Online discussion did not seem offer students practice with oral language proficiency as well as speaking and listening skills,
therefore this type of discourse may not be beneficial for ELL's. My research also suggested that students seem to benefit from the teaching of a variety of comprehension strategies in the context of discussion with explicit modeling, multiple opportunities to practice the application of these strategies during discussion of text, therefore are more able to apply these strategies to their independent reading. My findings also suggested that active participation in discussion versus passive seems to benefit the enhancement of student comprehension because they are sharing their ideas, actively listening to the ideas of their peers, making predictions and inferences, asking and answering questions, and justifying their arguments with the use of textual evidence which allows students to think on deeper levels within, about, and beyond the text. Students are not only actively interacting with each other but they are also interacting with the text on more complex levels. My research also suggested that constructivist and single strategy approaches to comprehension instruction used in conjunction with rich classroom discussion seems to be most effective for the enhancement of comprehension proficiency for students. My findings also suggest that the TBL approach seems to be an effective method of discourse for improving students' comprehension proficiency.
For my second inquiry, I investigated the ways that teachers can effectively implement and facilitate meaningful conversation in the classroom, surrounding complex text, in order to improve students' comprehension proficiency. My findings insinuated that comprehension strategy instruction must be explicit and supported by modeling and guided practice. Quality of teacher prompts and questions throughout classroom discussion also seem to play a significant role in student performance in regards to comprehension. My research also suggested that openended questions and higher order thinking skills should be integrated into conversations surrounding complex text so that students can think more deeply about the meaning of the text and share ideas with one another that will help build their understanding. My findings suggested that teachers must facilitate and scaffold student discussions so that students can learn to be effective leaders in discussion, to take turns, and effectively listen to each other's ideas. To accomplish this, prior to implementing any type of classroom discussion teachers must create anchor charts with students to discuss traits of good speaking and listening, discussion rules, how to transition from one topic to another, and respectfully responding to the arguments presented by peers. Implementing any discussion approach takes a great deal of work for the teacher in the beginning stages to effectively model and instruct for the students how these conversations take place then gradually the teacher releases responsibility to the students to lead discussions and the teacher will step in for further scaffolding when needed. My findings suggested that teachers will need to provide students with prompting so that they can effectively make connections to the ideas presented in the text and to the ideas of others in order to potentially increase the level of understanding that they incur as a result of these discussions because students may not automatically link this knowledge on their own.
My third inquiry sought to determine the ways in which peer discourse impacts the comprehension proficiency of the specific student populations of ELL's and students with disabilities. Overall my research demonstrated that there was a positive impact on the comprehension of ELL's due to the implementation of peer discourse within the classroom. One study suggested that Asian American students seemed to benefit most from classroom discourse that involved rigorous, critical thinking. Silverman et.al's (2014) research suggested that bilingual students also seemed to benefit from comprehension instruction that utilized discussion approaches to promote further student understanding. There were some instances where the number of ELL's or students with disabilities who participated in the studies I have researched
was not that large, therefore researchers were not able to determine the validity of their results in relation to these particular populations of students. My findings suggest that the use of TLC discussion approach seems to benefit ELL students because they seem to be more actively engaged in these types of discussion which also seems to increase their comprehension proficiency.
Lastly, I examined the various discourse approaches that seemed to be most effective for enhancing the comprehension abilities of ELL's and students with disabilities. There has been very little research studies conducted in regards to which types of discourse approaches seem most effective for ELL's and students with disabilities. However, the aforementioned seems to suggest that ELL's do seem to benefit from comprehension instruction that involves peer discourse in some form or fashion. One finding that I found surprising that I came across while conducting my research was the positive impact that the use of sign language and multi-sensory coding strategies for literacy instruction has on the literacy learning and understanding of students who are deaf or hard of hearing. While formulating my research questions in regards to students with disabilities I did not really take into consideration the use of sign language and multi-sensory literacy activities to promote deeper levels of understanding for deaf students.
Chapter Five: Implications
Further quantitative and qualitative research needs to be conducted to investigate specific types of discourse approaches that seem to benefit ELL's and students with disabilities. In the meantime teachers can carefully assess their students literacy learning needs, align literacy instruction to assessment by designing differentiated instruction that most closely matches the needs of each student, integrate various types of discussion within the classroom, and assess individual student's comprehension following each discussion. If certain discussion approaches don't seem to be helping to improve student comprehension proficiency, especially for ELL's and students with disabilities, then teachers must keep some considerations in mind. These considerations include what was the level of the guidance, scaffolding and modeling that was provided throughout instruction, was the discussion conducted in a whole group, small group, homogeneous, or heterogeneous academic setting, did the questions and prompts posed by the teacher foster the use of critical thinking skills by the students in order to promote rigorous cognitive demands on student understanding, were there ample opportunities offered to all students to share and participate during the discussion, and what other teaching methods were employed during the discussion that may influence the effectiveness of the discussion on students understanding. After these factors have been taken into careful consideration teachers can try implementing another type of discussion approach until they find a specific one that seems to benefit ELL's and students with disabilities the most in regards to their comprehension proficiency.
Further research also needs to be conducted in regards to the ways in which multi-sensory literacy activities and sign language can be used to support reading comprehension proficiency for students who are deaf, hard of hearing, blind, autistic, or any combination of these specific
disabilities. With the new and emerging concerns about the numbers of children being diagnosed with autism, learning more about multi-sensory literacy activities in order to enhance reading comprehension among these students who may not communicate in the same manner as their peers is essential to providing meaningful insight to guide instruction methods and materials used with these students.
In addition, further research should also be conducted regarding the specific types of discourse that seems to be most beneficial for increasing the comprehension proficiency of students that come from families with a low SES background. These students may also need varied levels of support when implementing certain types of discussion due to possible lack of literacy support they are receiving in their homes.
Regarding the recently implemented Common Core State Standards, more research should be conducted involving the best practices and approaches to help all students achieve the goals of speaking and listening standards through various types of classroom discourse. Book Clubs are becoming increasingly popular in many classrooms because they are a fun and engaging way to encourage students to participate in meaningful discussions with their peers surrounding texts. In this manner students are given multiple opportunities to use a variety of deeper level thinking strategies such as predicting, making inferences, making connections to the text or the ideas of others, posing questions, and answering questions.
References
Applebee, A.N., Langer, J.A., Nystrand, M., & Gamoran, A. (2003). Discussion based approaches to developing understanding: Classroom instruction and student performance in middle and high school English, American Educational Research Journal, 40(3), 685-730.
doi:10.3102/00028312040003685
Boyd, M.P. (2012). Planning and realigning a lesson in response to student contributions: Intentions and decision making. The Elementary School Journal, 113(1), 25-51.
Common Core State Standards Initiative (2014). Available at www.corestandards.org
Duke, N., & Mallette, M. (Eds.). (2011). Literacy Research Methodologies. (2 nd Ed.). Guilford Press.
Galda, L. & Beach, R. (2001). Theory and research into practice: Response to literature discussion groups. Reading research Quarterly, 36, 64-73.
Jordan, M., & Massad, M. (2004). Facilitating peer discourse to promote third graders' comprehension of the news. Journal of Classroom Interaction, 49(2), 11-21.
Kucan, L., & Beck, I.L. (2003). Inviting students to talk about expository texts: A comparison of two discourse environments and their effects on comprehension. Reading Research & Instruction, 42(3), 1-31.
Lee, J. Grigg, W.S. & Donahue, P.L. (2007). Nation's report card: Reading (NCES 2007496).Washington, D.C.: U.S. Department of Education. Institute of Education Sciences, National Center for Education.
Liu, I., Wu, S., & Ko, H. (2014). Learning reading strategies with online discussion. Educational Computing Research, 50(2), 231-237. doi: 10.2190/EC.50.2.e
McElvain, C.M. (2010). Transactional literature circles and the reading comprehension of English learners in the mainstream classroom. Journal of Research in Reading, 33(2), 178-205.
Mikyung Kim, W., Crosson, A.C., and Resnick, L.B. (2005). Classroom talk for rigorous reading comprehension instruction. Reading Psychology, 26(1), 27-53. doi:10.1080/02702710490897518
Maloch, B. (2002). Scaffolding student talk: One teacher's role in literature discussion groups. Reading Research Quarterly, 37, 94-112.
Morocco, C, & Clark-Chiarelli, N. (1998). The teacher's voice in a case study methodology: Paper presented at the National Reading Conference. Austin, TX
Morocco, C., & Hindin, A. (2002). The role of conversation in a thematic understanding of literature. Learning Disabilities Research & Practice 17(3), 144-159.doi: 1111/1540-5826.00041.
Murphy, P., Wilkinson, I.G., Soter, A.O, Hennessey, M.N., and Alexander, J.F. (2009). Examining the effects of classroom discussion on students' comprehension of a text: A meta-analysis. Journal of Educational Psychology, 101(3), 740-764.
National Assessment Governing Board. (2007). Reading framework for the2007 National Assessment of Educational Progress. Washington, D.C: U.S. Department of Education
Silverman, R., r., Proctor, C., p., Harring, J., Doyle, B., c., Mitchell, M., m. & Meyer, A., a. (2014). Teachers' instruction and students' vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades three through five. Reading Research Quarterly, 49(1), 31-60. Doi: 10.1002/rrq.63
Triplett, C.F. (2002). Dialogic Responsiveness: Toward synthesis, complexity, and holism in our responses to young literacy learners. Journal of Literacy Research, 34(1), 119-158. Doi: 10.1207/s 15548430jlr3401_5.
Van Staden, A. (2013). An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children. Child Language Teaching and Therapy, 29(3), 305-318. doi: 10.1177/0265659013479961
Vaughn, S., Swanson, E.A, Roberts, G., Wanzek, J., Stillman-Spisak, S.J., Solis, M., & Simmons, O. (2013). Improving reading comprehension and Social Studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. Doi:10.1002/rrq.039
Wiseman, A. (2011). Interactive read aloud: Teachers and students constructing knowledge and literacy together. Early Childhood Education Journal 38(6), 431-438. doi: 10.1007/s10643-010-0426-9.
Worthy, J., Chamberlain, K., Peterson, K., Sharp, C., & Shih, P. (2012). The importance of read- aloud and dialogue in an era of narrowed curriculum: An examination of literature discussions in a second grade classroom. Literacy Research and Instruction, 51(4), 308-322. doi: 10.1080/19388071.2012.685387.
Zhang, J., Anderson, R., & Nguyen-Jahiel, K. (2013). Language-rich discussions for English Language Learner's. International Journal of Educational Research, 58, 44-60. | <urn:uuid:04fe28ef-fc22-40e3-b14a-1c1693adc0a4> | CC-MAIN-2019-04 | https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1583&context=ehd_theses | 2019-01-16T17:22:42Z | crawl-data/CC-MAIN-2019-04/segments/1547583657555.87/warc/CC-MAIN-20190116154927-20190116180927-00305.warc.gz | 479,600,250 | 15,473 | eng_Latn | eng_Latn | 0.978043 | eng_Latn | 0.997393 | [
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Dads' Activities Pack
Bird spotting
How many fathers are able to tell their children what birds they are seeing in the park or in their garden? Spending some time with a good identification sheet will enable dads and children to learn together about the birds in their area. We also suggest activities which allow fathers and children to work together to make life easier for birds, by providing them with food and shelter.
Activity 1: The Big Bird Watch
What is it?
In January every year thousands of people spend an hour at the weekend looking at the birds in their garden and recording how many they see of different types. Then they send the results in to a national survey run by the Royal Society for the Protection of Birds (RSPB). The survey is a great chance for fathers and their children to work together to take part in a national event.
Of course, this only happens once a year but, if you use the RSPB identification sheet you can do it at any time of year, and in any location, in gardens, parks, by the canal, or out of the window of a children's centre.
What is so good about it?
* It's a chance to learn about the birds in your area
* It allows fathers and children to learn about them in a fun way
* It's a great way for adults and children to co-operate and get to know each other – and make new friends
Who is it for?
Men accompanied by 1-2 children (either gender). It can be open to women with children too if you prefer. There's no maximum number but if the group is too big the facilitator will find it hard to engage everyone at the same level.
* Participants learn new skills which can be used independently, and learn about the natural world.
Bird Spotting
1
Dads' Activities Pack
Bird spotting
What skills and resources are needed?
Minimal resources are required. You will need….
* Information to help you identify birds, for example RSPB identification sheets (see next page)
* A green space of some kind
* An internet connection (if you want to log your results at the RSPB).
How to publicise it?
As part of the national bird watch event (if you are doing it in the last weekend of January), or as a bird safari at any other time of year.
Detailed description of activity
Arrange to meet in an appropriate place. It could be a local park, the garden around a children's centre, a school grounds (if they agree). Anywhere that has trees, bushes, open space where birds can be seen. Ask dads to work in groups of two with their children to stand or sit for an hour (half an hour if children are young perhaps) and see how many birds they can spot and identify on the RSPB sheet.
If the maximum number of each bird you see at the same time is one, mark off one on the sheet. If you see two together mark off two. The idea is to record the highest number of each type of bird seen at the same time.
Top tips
If you are doing this as part of the annual bird watch in January, you can log your results onto the survey website, at www.rspb.org.uk/birdwatch
Children and adults should be actively involved – the best way to learn new skills and knowledge.
A book about British birds will give you a chance to talk more about the different types of birds you are seeing.
While clearing up, talk about what you will all want to do next – and who will organise it! Involve the children in this discussion.
Bird Spotting2
PLEASE DON'T SEND US THIS SHEET!
How to use this sheet
Use this sheet to help with your birdwatch. Then visit our website at www.rspb.org.uk/birdwatch to submit your results. Please don't send this sheet to the RSPB – it will cost us money and we won't be able to count your results. Just pop this sheet in the recycling. Thank you.
1. Record the highest number of each species you saw at any one time during your birdwatch (see example for instructions).
2. If you see species not listed on this sheet, record them on another sheet of paper.
3. Submit your results at www.rspb.org.uk/birdwatch – thanks for taking part.
Blackbird
Blue tit
Coal tit
Dunnock
Goldfinch
Great tit
Example
If you see two blue tits at the same time, colour one and two.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
If you then see four blue tits together, colour up to box four, not six.
1 2 3 4 5 6 7 8 9 10
If later you see three blue tits, stay at four. Do not go up to seven.
Long-tailed tit
1 2 3 4 5
7
13
8
14
9
15
19 20 21
Magpie
1 2 3
7
13
19
8
14
20
9
15
21
10
16
22
4
10
16
22
11
17
23
5
11
17
23
6
12
18
24
6
12
18
24
Robin
1 2
7
13
8
14
3
9
15
4
10
16
19 20 21 22
5
11
17
23
6
12
18
24
Song thrush
Starling
Dads' Activities Pack
Bird spotting
Activity 2: Make an apple birdfeeder
What is it?
Demonstrate what you need to do:
This is a really simple and fun activity for dads and children to work on together – either as a standalone activity or perhaps as part of a bigger 'nature day' and/or alongside the bird watching activity outlined above. The aim is to make a bird feeder that should attract lots of different seed-eating birds to your site.
What resources are needed?
* Apples
* An apple corer
* Sunflower seeds
* 3 sticks per apple
* String
How it works
Ask fathers and their children to meet in an appropriate place. It could be at a children's centre or some other community building; in your local park; or some other outdoor space. Once there you could set fathers and children off to buy the relevant resources and find sticks – or have them ready beforehand.
* Remove the apple core from the apple with the corer
* Push the sunflower seeds into the top half of the apple for the birds to eat
* Make bird perches by pushing one stick into either side of the apple, but near the bottom
* You should have one of your three sticks left. Tie the string around the last stick and thread the string through the core of the apple
* The apple should sit on the stick and you will be able to tie the apple to the branch of a tree, or whatever else seems suitable.
* Once you have demonstrated this, fathers can do the same with their children and soon the area will be full of hanging apples.
* Then – sit back to watch who comes to eat the seeds, and see if you can identify them from your bird chart and/or books.
Fatherhood Institute: Dads' Activities Pack
Useful links
The RSPB Annual birdwatch website www.rspb.org.uk/birdwatch
Other ways of making an apple bird feeder www.gardenorganic.org.uk/growyou rown/Activities/A30.pdf
Make a bird nesting box www.lincstrust.org.uk/factsheets/nes tbox.php
Make a bird nesting box www.garden-birds.co.uk/home.shtml
Wherever you live in the UK, there will be a local Wildlife Trust. The website has lots of great resources, and membership buys you access to lots of wildlife opportunities for families of any size.
www.wildlifetrusts.org/index.php? section=helping:membership
Useful books
The Garden Bird Book
ByS. Whittley
New Holland Publishers Ltd; ISBN 1845374967; 2006
Birdfeeder Garden
By R. Burton
Dorling Kindersley; ISBN 0751304409; 1998
The Secret Lives of Garden Birds
ByD. Couzens
Helm; ISBN 0713666161; 2004
The Ultimate Birdfeeder Handbook
By J. Burton & S. Young
New Holland Publishers; ISBN 1843309564; 2005
The BTO Nestbox Guide
By J. Burton & S. Young
BTO; ISBN 1902576810; 2003
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Leading Improvement: Pedagogy and Practice
The second book in a series for Primary headteachers and deputy headteachers
Leading Improvement: Pedagogy and Practice
The second book in a series for Primary headteachers and deputy headteachers
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
I
Contents
© Crown copyright 2009
00286-2009BKT-EN
Leading Improvement
Primary Framework Headteacher CPD
Day 4
Pedagogy and your school
Foreword
Dear Colleague
It is 18 months since we published 'Leading Improvement Using the Primary Framework', which marked the beginning of a twice-yearly series of discussions between the National Strategies and Primary Headteachers, led by local authorities. The aim of these discussions is:
to share and develop approaches to 'leading improvement', which evidence shows work well in 1. improving learning and progress and in closing achievement gaps
to do so in a way that also provides headteachers with a detailed understanding of the support and 2. materials that the National Strategies have planned for teachers and whole schools. (Headteachers tell us that this helps them to get the most from the Primary Framework and online resources while planning and leading their own school's improvement.)
to share what has worked well in local schools. 3.
Pedagogic leadership
A colleague quoted in this booklet states that: 'As a headteacher my prime job is to lead teaching, learning and achievement. I organise everything else around this key priority.'
This booklet aims to help headteachers do just that. We recognise that as well as requiring a body of knowledge – about the curriculum, about subjects and the progress we aim for children to make – teaching relies on a set of skills or techniques. This booklet addresses some of the most highly effective and well-evidenced of these skills and techniques. It also addresses how they can be developed and sharpened for maximum effect in classrooms.
The booklet provides a 'toolkit' of pedagogic approaches and shows how school leaders can analyse, develop and deploy these pedagogic approaches across the school – through whole-class teaching, through group work, through independent learning and one-to-one tuition in order to engineer highly effective and motivating learning.
Pete Dudley
Director, National Strategies Primary
Aims of the booklet
To identify the pedagogical techniques that form part of the activities we manage in schools to
*
To give particular consideration to the sophisticated pedagogical techniques of Lesson Study, • guided work and one-to-one tuition.
support learning.
With a more accurate understanding of the pedagogical repertoire, to be able to identify current • strengths in the schools you lead, as well as pedagogical techniques that could be reinforced.
The booklet contains the following sections
What are the pedagogies in our schools? •
What is pedagogy? •
Pedagogical content knowledge. •
Learning about pedagogy in our school. •
Intended as a stand-alone publication in its own right, this booklet is also designed to accompany Day 4 of the Headteacher CPD on Leading Improvement with the Primary Framework. Some of the material will be used during the day, and other elements are supplementary, to inform work back in school or for those interested in going more deeply into some of the concepts presented. It also offers an easy way to share the content and ideas from this professional development day with other school leaders in your school.
Section one focuses on pedagogy and learning theory as an important body of thought and analysis of the things we do to support learning.
Section two moves from theory to practice, showing how these theories of pedagogy connect with familiar work in schools such as personalisation, the National Strategy and different modes of classroom learning, for example whole-class, independent work, one-to-one tuition and with a particular model of guided work.
Section three is a background to using Lesson Study as a technique for analysing the implementation of these pedagogies in schools.
Section four looks at the role of the headteacher as lead learner and supports you in taking an overview of pedagogy in your school.
© Crown copyright 2009
00286-2009BKT-EN
4 The National Strategies | Primary
Leading Improvement: Pedagogy and Practice
Section one
Section one focuses on pedagogy and learning theory as an important body of thought and analysis of the things we do to support learning.
What is pedagogy?
The word 'pedagogy' is from the Greek for 'leading children to school.'
We use it to describe:
the art or science of being a teacher. •
the principles and methods of instruction •
'Pedagogy is the act of teaching together with its attendant discourse of theories, values, evidence and justifications. It is what one needs to know, and the skills one needs to command, in order to make and justify the many different kinds of decision of which teaching is constituted.'
Extract from Essays on Pedagogy by Alexander, R.J. (2008) London, Routledge, p 47. Used with kind permission
We know more now about learning than we ever have done and this knowledge has grown significantly in the last 20 years. Where our beliefs about learning are informed by this knowledge the resulting pedagogies can be powerful. However, beliefs about how children learn are often not well informed.
A Czech educationist who was a very influential figure in the development of pedagogy visited a number of schools in England. He commented that he had observed too much teacher talk and not enough pupil talk (ref. Watkins, C., Learning: a sense maker's guide, ATL, 2003). His name was Comenius and the school visits he made were 400 years ago.
In 1981, the educationist Brian Simon wrote an influential article 'Why no pedagogy in England?', lamenting the fact that the (largely Eastern) European attention to pedagogy seemed almost completely lacking in England's schools. In 2004 Professor Robin Alexander wrote a follow-up 'Why still no pedagogy in England?'
A teacher's pedagogy is informed by: 'beliefs about how children learn, the context in which the learning takes place and the purpose of the learning.' (Excellence and Enjoyment, 2004). A pedagogy, therefore, is more than a teaching strategy; it is about how we lead learning. Teachers and practitioners regularly discuss teaching and learning and refer to teaching methods or teaching approaches and to learning skills and learning styles. The notion of a fitness-for-purpose pedagogy is about deciding what teaching approach might best lead children to the desired learning outcomes.
'Folk' pedagogy
Until relatively recently, the dominant knowledge base behind much teaching was what Jerome Bruner has described as 'folk pedagogy'.
'Folk' pedagogy is based upon strong intuitive belief in the following:
We need to 'fill children with it'. •
Knowledge is 'stuff'. •
Nearly all teachers know this is not how it works but we still frequently fall into the trap of centuries of treating learning in this way. 'Folk' pedagogy is still pervasive practice. As well as being informed by good knowledge about how children learn, the teaching approaches we use are also considerably influenced by our experiences of being taught ourselves, and also by 'folk' theories of what knowledge
is. Despite being taught in initial teacher training and thus knowing rationally that knowledge is not something that can be transferred or used to fill empty minds, we often fall into the trap of talking about needing to 'know your stuff' and treating knowledge as if it were a commodity. Similarly, many people often espouse a set of pedagogic beliefs but in fact do not apply them to their teaching in more than a superficial way. Galton et al. discovered in the 1970s that principles stemming from Plowden, which led to children being organised into table groups in order to facilitate group work, were widely held by primary teachers who invariably organised their classes this way. However, in the vast majority of cases the children were in fact working alone and collaboration was not needed. When they repeated this research 20 years later they found things had changed very little.
Figure 1
Teaching approaches often emerge from
common ideas about what knowledge is.
Pedagogical
models are formed from theories
about how people learn
Learning by
constructing
knowledge –
constructivism
Learning by
joining in - through
participating in a
community of
practice
E.g. Experience
of a new
scientific
phenomenon
in a lesson
forces a child
to rebuild
their mental
model of what
colours are
E.g. Playing in
the role-play
area on the
theme of
cooking helps
a beginner EAL
child start to use
English words
and phrases to
serve an
imaginary meal
Involving
collaborative
group talk, social
interaction –
negotiation of
meaning
V
or&
Creating,
applying,
discovering
Rehearsing,
doing,
apprentice-
ship
Theories of learning
There are two dominant theories of learning that currently influence the way people design learning and influence pedagogy. Some see them as 'competing theories', in other words one has to be right and the other wrong. Increasingly, however, people are seeing them as complementary to each other and capable of coexisting.
One of these theories is based on the idea that every time we encounter a new phenomenon we try to accommodate it within our mental model of how the world exists. If we can do this it will be added to that part of the model accordingly and retrieved as necessary. If we find the phenomenon cannot be allocated anywhere in our model we have to change the model in order to accommodate it. This means readjusting or even rebuilding our model of the world in order to accommodate the new knowledge (which may be a skill, a concept, a belief, etc.) because we may need to see everything else in the light of it. So, all knowledge is formed by constructing and reconstructing our mental model of how the world works. This theory is called 'constructivism'.
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The second theory of learning takes as its starting point the work of Lev Vygotsky who set out the importance of language in thinking. He sees language as a mechanism for thinking and organising and communicating thought in our own heads as well as to others. Language came before and has enabled complex thought and knowledge.
Learning to talk is the most complicated learning feat we ever perform. We learn to talk by joining in: learning to talk creates the need for social interaction as a condition for learning and as the means by which we learn. This is called the 'participation' theory or 'communities of practice' theory.
In fact, both theories overlap considerably. The implications for classroom learning are: the need to use talk and peer talk as a key pedagogic device and to think carefully about how we manage teacher talk and engineer pupil talk. Vygotsky also saw that children made the effort to learn because the end justified the effort. Clarity about the object of learning is essential. The use of talk, peers and clarity about the object of learning and how to achieve it accord strongly with the pedagogy of Assessment for Learning.
Figure 2
From learning theory to pedagogy
Applied
research
– AfL
– Dialogic
teaching
Pedagogic
approaches
E.g.
Peer assessment
Guided
groupwork
Learning
theory
E.g.
Constructivism
or
Learning by
joining in
What pedagogical approach is best for teaching which aspects of subject knowledge?
Pedagogic content knowledge
Figure 3
Pedagogic
Knowledge
Pedagogic
Content
Knowledge
Subject
Knowledge
From Shulman, L.S. (1986) Those who Understand: Knowledge Growth in Teaching. In: Educational Research Review. © Elsevier.
Teachers are familiar with the canon of subject knowledge they need to be able to deploy in their jobs, for example knowing what a digraph is, the food chain, decomposition of two-digit numbers. They will also – consciously or subconsciously – have mastered much of the pedagogic knowledge necessary for a successful classroom: knowing how to structure an investigation, what kinds of questions prompt the greatest reflection and learning, how kinaesthetic activity can anchor learning experiences in the memories of their pupils, how to share their thinking out loud as an expert writer or mathematical problem-solver to support children in acquiring these skills.
Successful learning occurs when a teacher is able to marry their subject knowledge with their pedagogic knowledge for pedagogic content knowledge. Managed group discussion will probably not be the best pedagogical technique for securing letter–sound correspondence, but it may well be highly effective for identifying the features of effective story openings. Self-directed learning will probably not be an efficient way for children to understand percentages, but it can be a powerful technique for children to investigate the properties of shapes. Pedagogic content knowledge also refers to the relationship within a body of subject knowledge – understanding which skills are more sophisticated and are developed only when previous skills, knowledge or understanding have been acquired. A child will not be able to understand complex sentences until they are secure in sentence demarcation; they will not be able to manipulate fractions until they are secure in multiplication facts.
Another conceptualisation of pedagogy would add to this diagram a representation of the conditions to create learning. If these are not established effectively then the subject knowledge, pedagogical knowledge and subject pedagogical knowledge are in vain. Social and emotional aspects of learning are part of the conditions for learning, as are elements of the physical environment, and at a macro-level, the deployment of staff and budget allocations.
It is not surprising that conceptualisations or diagrammatic representations of teaching are complicated and layered; teaching is a complex and multi-level skill.
Figure 4
Juggling what we know in order to choose the optimum pedagogic approach
Optimum
pedagogic
approach
Knowledge of
the child
Knowledge of
pedagogy
Knowledge of
subject/
curriculum
Motivation
Feedback
Learning
opportunities
From Lesson Study in England. Pete Dudley, 2008.
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The following table names and explains some pedagogical approaches.
Section two
This section moves from theory to practice, showing how these theories of pedagogy connect with familiar work in schools such as personalisation, the National Strategy and different modes of classroom learning, for example whole-class, independent work, one-to-one tuition and with a particular model of guided work.
Pedagogy and personalisation
The features in this diagram (taken from Personalised Learning – A Practical Guide, DCSF 00844-2008) naturally link and overlap. They provide a possible audit tool for pedagogy and personalisation in your school.
Pedagogic approaches in the National Strategies
There are some key pedagogical approaches that are fundamental to the National Strategies' ways of working, and exemplified in National Strategy guidance and programmes. The following pedagogical approaches can be planned for and used in a variety of school and classroom contexts. They are all consistently or frequently mentioned and/or exemplified in Strategy materials:
Identifying from the Frameworks and the use of Assessment for Learning (AfL) and Assessing Pupil • Progress (APP) materials the priority skills, knowledge and understanding to focus on target groups at key developmental thresholds through intervention programmes
Organising skills, knowledge and understanding to ensure continuity and progression – the Primary • and Secondary Frameworks
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The 'Waves' approach to teaching, incorporating wave one quality first teaching; wave two • support for pupils in small groups; wave three provision, involving more specialised intervention programmes, often on a one-to-one basis
Guided group work •
The teaching sequence over a lesson, or a series of lessons •
The teaching sequence/way of working with pupils in intervention groups and via one-to-one tuition •
Models of teaching, for example social models and investigation, and ways of organising teaching • (whole class, group work, one-to-one work)
The structure of a lesson – interactive starters, main teaching and plenaries •
AfL – day-to-day, moment by moment, lesson by lesson, unit by unit, pupil by pupil and class by • class and periodic assessment using APP
Whole class, group or individual target-setting, incorporating appropriate challenge. This requires a • clear sense of the hierarchy of skills, knowledge and understanding, as represented in the Frameworks.
Two distinctive pedagogic approaches are now illustrated in the subject areas of mathematics and literacy.
Some pedagogic approaches in mathematics
This activity used on Day 4 is intended to address aspects of mental mathematics – an area which is key in supporting and developing mathematical thinking but is given too little attention in many classrooms. Below is a description of the underlying knowledge, skills and understanding that the particular activity addresses and in so doing raises some points too about the pedagogy involved in developing children's mental mathematics. The discussion questions might be used with staff to establish common approaches to the teaching of mental mathematics and give it more prominence in the daily mathematics lesson.
Mental mathematics – models, images and visualisation
When children and adults engage in mathematics, they often draw or sketch pictures or images to support their thinking processes. Sometimes this may not be necessary or may not be possible and we might choose to use, or have to rely upon, mental images that help us to 'see' the mathematics involved. Models and images play a significant role in mathematics. Helping children to develop a range of such images that they can draw upon when engaged in mathematical activity requires deliberate teaching. We cannot assume children will acquire the skills needed to carry out this kind of mental mathematics; the skills needed to manipulate pictures and symbols mentally need carefully planned and structured activities that provide practice in moving between what we might see and touch to what we can visualise and represent.
Of course, like everything else, not everyone will use the same approach and some will find the visualisation involved, challenging or sometimes even impossible. It may be that for particular activities we find it more helpful to think in symbols or words or find that we have to record or use practical objects as we just cannot keep all the information we need in our heads. It is not a case of saying to children they must select one approach over another. We should provide children with the opportunity to make choices and decisions about which methods they might select to solve a given problem.
The mathematics activity on this Day 4 programme seeks to integrate aspects of mental mathematics. Initially it involves the visualisation of a common object, a closed box like a cereal packet, naming its features to provide a common language with which to discuss the 3-D shape. It starts from the familiar to generate discussion and to facilitate visualization. The next element focuses on the 2-D representation of the shape. All this involves further discussion, interpretation and agreement across
the group, in order to build confidence in the use of precise mathematical language when talking about properties of the shape which has become more iconic in that it represents a family of 3-D shapes rather than a particular closed box.
At this stage an additional feature is introduced involving a flattened vertex to determine the impact on the representation and to introduce a discussion on the change to the properties of the 3-D shape. This is extended and leads to the collection of information recorded in a table to facilitate the identification of patterns in the increasing numbers of faces, vertices and edges. The approach generates new shapes that are likely to be unfamiliar 3-D shapes as they are not common shapes in the primary classroom. Finally from an analysis of the data set emerges a relationship linking the faces, vertices and edges of the shapes produced. This is stated in words and symbols in a short and succinct expression that uses the precise mathematical language developed through the activity.
At this stage we can only claim that the relationship applies to the 3-D shapes that have been generated from the initial rectangular prism. We do not have any further information to claim that it applies beyond these and we have not proved it is true for other shapes. If we were to claim that we believe that this relationship applies to all 3-D shapes then we have generated a conjecture or hypothesis only – something we would need to prove or to find a counter example to refute. We have induced the hypotheses from the evidence we have collected.
Inductive learning of this kind is an essential part of mathematics. The approaches used within this activity form some of the key elements in inductive learning within mathematics. Throughout this learning there was little direct teaching. There was the introduction of the vocabulary and language to aid discussion, the setting of the context for the activity and scaffolded analysis of the representations and data collected to find the relationship. Key to the activity was the interactivity to confirm, share and extend learning.
Below is a summary of the processes that were used in the activity.
Representation using alternative images to help interpretation and to extend thinking •
Visualisation of an object to set the context, to establish the use of a particular image and to share • understanding through a common language
Refinement of vocabulary and use of more precise mathematical language to improve discussion • and aid recording
Collect and record information •
Introduce change to the features and properties of the initial shape to generate new images and • representations
Look for patterns within the data set to describe changes •
Identify, refine and express a relationship that applies to all cases in the set collected. •
Discussion questions
Do children have sufficient opportunity to manipulate 3-D shapes, describe and visualise them and • interpret 2-D representations of 3-D shapes?
What mental mathematics takes place in the daily mathematics lesson in your school and how is this • planned and progressed?
How does the teaching support children in developing their understanding and use of precise • language in mathematics?
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Ensuring children make two or more levels of progress in mathematics
A high proportion of those children who do not make two or more levels of progress in mathematics are girls. In addition, in many schools a disproportionately small group of girls attain level 5 when compared to boys. The progression agenda and new PSA targets focus attention on the need to close any gap in rates of progress, including the gender gap in mathematics. A recent review on underperformance in mathematics, with an analysis of why such a high number of children who attained level 2 in reading, writing and mathematics at KS1 go on to attain level 4+ in English but not in mathematics, revealed that over two-thirds of this group are girls. The report made a number of recommendations addressing the actions that schools can take to accelerate the progress and raise the attainment of girls in mathematics. These are included below. A theme in the recommendations relates to the type of activity undertaken as part of the above activity. They focus on the need to ensure girls engage in more inductive learning and build confidence in their mathematics.
Recommendations:
Teachers should engage girls in targeted assessment for learning activities, to help them to • understand and recognise the progress they are making and the next steps in learning they need to take to continue to progress.
Schools should analyse the attainment of each cohort in the school by gender in order to identify • whether there are any imbalances in the attainment of boys and girls that need to be addressed over the course of the key stage.
Schools should review girls' confidence in their ability to do mathematics, and where appropriate • promote a 'can do' approach to problem solving and enquiry within a self-supporting group who are expected to help one another and share their thinking; encourage these girls to discuss and share mathematical ideas, processes and strategies, and from time-to-time present to the rest of the class.
Schools should make effective use of the prior learning sections, assessment questions and learning • overviews in the Primary Framework to plan assessment opportunities for identified groups of girls making slow progress or those 'hidden' girls about whom there is little assessment evidence available.
Teachers should set high expectations for girls' learning and attainment, pitched at a level that • ensures they are on track to meet age-related targets for mathematics as set out in the Primary Framework.
Teachers should engage girls who make slow progress or fall behind in their learning, in guided • group work sessions that focus on mental mathematics, and in discussion with mathematical activity that involves girls in decision making, explaining and reasoning.
Teachers should encourage girls to take risks and move away from the safety of routines and engage • girls in answering more open-ended questions, sustaining a line of enquiry and using ICT as a platform to explore and access information they can use to hypothesise, test and review ideas.
Schools should monitor the balance and range of girls' learning experiences and where necessary • provide supportive hands-on learning using practical resources and models and images in mathematics that include the visualising of models such as number lines that can provide support strategies for calculation.
In the daily mathematics lesson, teachers should give girls sufficient opportunity to answer • questions during a class or group discussion, provide sufficient time for them to answer, and where necessary, give boys other tasks to complete to ensure they do not dominate these sessions.
Teachers should provide girls with structured and scaffolded activities where they can use and • apply their mathematics learning; over time remove the scaffolding so they come to rely less on the applications of routines and more on interpretation, pattern spotting, and the making and testing of conjectures and generalisations.
Schools should make mathematics interesting to girls and help them become more aware of the • importance of mathematical knowledge and skills in the workplace, drawing on the evidence that poor numeracy is a greater barrier to women finding work than it is for men.
Teachers should model for girls how to use personal jottings and make annotations in mathematics • to demonstrate how these can help thinking, and promote their use alongside or in place of the neat presentations girls often see as the end product of a mathematical activity.
The table below contains prompts to help judge the effectiveness of a guided writing session.
These are taken from 'Improving Writing with a focus on Guided Writing' (DCSF 2007). The video clip which it refers to and which is used as part of the Day 4 Headteacher 'Leading Improvement' CPD is available from www.standards.dcsf.gov.uk/nationalstrategies (search for 'Senior leadership team CPD').
Is the guided writing group well matched by • need or ability?
Are the objectives appropriate and clear? •
Do the children understand the purpose of • the session?
Is there a clear structure to the session? •
Does the teacher support the children, for • example through key questions, constructive comments, teaching at the point of writing?
Are the children given opportunities to try • composing themselves?
Are they focusing on aspects of the writing • process?
Do they have opportunities to review their writing? •
Does the session achieve the established purpose? •
Are the children involved throughout? •
Background context to the video footage
School
The school is in a suburban area and draws from a mixed catchment area. There is a strong emphasis on literacy and the arts. The school is part of a primary network that is researching the impact of the arts on writing.
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Leading Improvement: Pedagogy and Practice
Class
The Year 3 class comprises 30 children: 17 girls and 13 boys. Of these, two children are awaiting statements for SEN and three children have been identified as being very able. The children are organised into four guided writing groups but there is some flexibility in the composition of the groups throughout the term. AfL is a strength in the school with a focus on ongoing assessment. In addition, the teacher assesses the children's independent writing every half-term and sets targets for each group based on these assessments. The children also have individual targets where necessary.
Writing targets
Group 1
To use tenses accurately and appropriately. •
To use full stops, question marks and commas in lists accurately as well as using some other • punctuation.
To use interesting and adventurous vocabulary to explain my ideas. •
Group 2
To begin my sentences in a range of interesting ways. •
To try out a wide range of punctuation. •
To use adjectives and adverbs to make sentences more detailed and descriptive. •
Group 3
To use adjectives and descriptions to add detail. •
To use capital letters and full stops consistently. •
To write in a lively and interesting way to engage the reader. •
Developing the teaching sequence – Year 3
The teacher has used the teaching sequence from the Primary Framework to plan this unit of work.
Writing outcome: an adventure story
Read, discuss and compare a range of adventure stories. •
Identify themes, typical characters and plots. •
Explore characters' thoughts and feelings through hot-seating, improvisation, role on the wall and other • strategies.
Class discussion 'What makes an exciting adventure story?'. •
Discuss the purpose and audience for a story set in Aztec times. •
Children explore ideas through drama. •
Teacher provides opening that begins in their own classroom in the present day and John, the main • character, travels back in time.
*
Teacher models planning.
Children plan and discuss story with a response partner, some guided work.
*
Teacher demonstrates how to continue the story. •
Children begin to write story over several days, teacher uses demonstration and scribing to illustrate • aspects of narrative writing such as the conventions for dialogue.
Sentence level work whole-class: using strong verbs, adverbs and opening sentences with adverbial phrases. •
Drama lesson: dramatising strong verbs and adverbs in relation to character. •
Guided work to support sentence level targets. •
The children edit and redraft their work with a response partner and with the teacher in guided time. •
Discuss possibility of changing events from the stories into a play script. •
Share and evaluate stories with the parallel class. •
Context of the lesson
Children have already been involved in note taking, report writing and writing letters to the authors • of the information texts they have used.
The theme for the term is 'The Aztecs' and each unit of work from the Primary Framework is related • to this theme, both fiction and non-fiction.
During this half-term the teacher has focused on Unit 3 – narrative, with the children writing • adventure stories, using the Aztecs information to create the setting and characters.
The children have already looked at the features of adventure stories, discussed their ideas, • improvised and planned their own stories.
The final unit will involve the children changing their stories into play scripts. The role-play area this • term is a theatre and the children will be involved in performances.
They have worked with a parallel class dramatising movements and using strong verbs and adverbs • to describe the actions.
The children are now in the process of writing their story from their plans. •
The literacy session
Whole-class work
The teacher shares the objectives with the class:
To improve how we start our sentences to entertain the reader •
To use more powerful verbs and adverbs to entertain the reader •
Children from the parallel class have been videoed reading various sentences from their Aztec stories •
The teacher recaps previous work on verbs, adverbs and adverbial phrase •
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Using this information, the children try to improve the sentences, working in pairs on whiteboards •
The teacher instructs children who are working independently and prepares to work with the • guided writing group.
Group organisation
Group 1
The children in this group have completed their story. They are working with response partners using the school drafting code and a checklist to redraft their own writing.
Checklist
Check that you have used powerful verbs and adverbs. Think back to yesterday and the words we 1. generated in drama.
Check that you have begun sentences in a range of interesting ways, including at least one example 2. of adverbials for when, where and how.
Check whether you have met any of your targets and underline examples that illustrate this. 3.
Group 3
The children in this group are in the middle of their story. The focus of the previous day's drama lesson was to dramatise verbs and adverbs and to understand their role in describing character. Today, this group are to go back over their work, looking at their use of verbs and adding an adverb to support character description.
Checklist
Look at the verbs underlined in blue in your literacy books. 1.
Using the words we generated in our drama lesson and a thesaurus, change these words to more 2. powerful verbs.
Now try to add some adverbs to describe how the verb was done, for example 'he walked slowly'. 3.
Check whether you have met any of your targets and underline examples that illustrate this. 4.
Group 2
The guided writing session
This is the middle ability group in the class. Two children, who are normally in this group, have joined another group today because they do not need today's input. The children in this group are secure, independent writers but the sentences in the opening of their story are repetitive, beginning either with 'The' or 'John', the main character's name. They have previously worked with powerful verbs but they are not yet applying this knowledge in their independent writing.
The teacher uses a sentence from the children's work that needs to be improved. •
The teacher explains the purpose of the session; the children need to improve the structure of some • of the sentences in the opening paragraph – particularly looking at sentence openings.
Children work in pairs to discuss the improvements. •
The teacher has identified sentences in the children's work, which they can change; children choose • one and on whiteboards try to improve it.
When they are satisfied that the changes are an improvement, they apply these to their draft and • then look at the other two sentences.
The teacher sums up the group's work and shares examples. Children will apply this learning to their • stories in independent time during the next literacy session.
Whole-class plenary
The teacher discusses the work of three children: girl B, girl C and boy B. •
The teacher reviews the progress of the groups working independently. •
The teacher revisits the objectives of the lesson. •
Points to note from the DVD
Clear sentence level focus to the session applied to the children's own work throughout the session. •
The learning environment. •
The teacher's emphasis on writing for a reader. •
The structure and clear focus of the guided session. •
The teacher's use of technical language. •
In the guided session the children are applying the learning to their own work. •
The use of a drafting book. This is used throughout the school; the left-hand page is left blank • for redrafting.
The effective work with boys in this group; they are clearly highly motivated and fully engaged. •
The teacher sets writing targets half-termly for the guided writing groups but there is flexibility • across the groups reflecting need.
Suggested CPD activities
Which strategy do you consider is most effective in the context of this lesson? •
When watching the DVD sequence, consider how the teacher uses a range of day-to-day assessment • strategies in all parts of the session.
Consider which of the assessment strategies are embedded in your own teaching and identify areas • for individual development.
What does she know about the writing of these children that will enable her to tailor the teaching • session of guided writing to their needs?
How does the teacher link from the shared writing into the needs of the specific group for writing? •
Focus on guided group work
Primary teachers are very used to placing children into groups and working with them in a lesson. However, in many classrooms this is a way of organising children, often into ability or social groups, to help with the management of resources or to provide some form of differentiation through activities or a carousel.
The use of group work to spend time with children who have been identified as having a common learning need and who, with some focused teaching or guided support, might overcome any barriers to their learning, is less common practice. Guided group work is about using assessment information to target particular children who might be organised into a group for that particular lesson or a series of lessons but who could then move on and might not come together as a group again.
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In schools where there has been a strong focus on implementing effective guided group work, leadership in the school has had a crucial role to play. They have acknowledged its importance as a key element in developing practice. In particular the school's senior leadership has:
provided staff with support through in-school CPD and peer coaching and structures to focus • planning and teaching in the group context
identified guided group work as a priority in the school's improvement plan aligned to the actions • needed to improve teaching and learning
set clear expectations in terms of learning and highlighted the importance of good assessment for • learning strategies that can be used to identify the children who would benefit from the guided support and to determine their common learning needs
established collaboration between staff to share and review practice as a way to build capacity in • the school
provided staff with a clear and shared vision of what guided group work looks like and the impact • it can have on the learner along with an ethos that taking a risk is a legitimate and important part of learning and teaching
built in a means of ensuring everyone gets feedback with support and encouragement to sustain • enthusiasm and to signal the message that this is a long-term objective and will take time to embed into everyday teaching and learning
set in place an ongoing evaluation process to identify the impact in the classroom, which involves • teachers and children so everyone recognises the progress that is being made.
Principles of guided group work for literacy and mathematics
Guided group work:
is underpinned by effective assessment of children's learning with opportunities for further assessment •
is integral to quality first teaching •
involves groups sharing a common current learning need, whose progress is regularly assessed and • group membership reviewed
involves the giving of clear feedback to children on the focus of learning and the progress made. •
has a very clear teacher role in scaffolding and supporting learning •
Guided work in mathematics provides focused opportunities to:
engage selected children in sustained dialogue and mental mathematics •
develop targeted children's use of mathematical language to explain and reason •
use models and images that support aspects of learning and thinking these children find difficult •
review the presentation, accuracy and efficiency of methods avoiding any sense that one method is right • or wrong.
promote a 'can do' approach to problem solving and enquiry within a self-supporting group •
Guided work in literacy provides focused opportunities to:
support the children concerned in taking the appropriate next steps in learning •
focus on the very specific reading or writing development needs of a selected group of children through • 'precision' intervention
provide specific modelling to enhance this •
evaluate response and adjust learning and teaching 'in the moment'. •
engage in direct dialogue/interaction with specific children •
We have looked at guided work in some detail; the following tables suggest the distinguishing features of other modes of learning (whole class, independent, one-to-one).
Whole-class teaching in mathematics provides focused opportunities to:
use questioning to prompt, probe and promote ideas and thinking, secure the meaning of mathematical • language and rehearse knowledge, skills and understanding for all
ensure everyone sees, hears and discusses the mathematical methods, strategies, processes and models, • so they understand and are clear about further steps in their learning and know what they are to do next
provide structured support for the use and application of mathematics to practise and extend learning •
review progress during and following shared or independent activity, providing further practical, • consolidation or extension activity to personalise learning for groups of children.
Whole-class teaching in literacy provides focused opportunities to:
use shared and collaborative reading (including 'book-talk') to explore existing texts and demonstrate, • model and develop reading skills
use whole-class interaction and dialogue to model and develop speaking and listening; use language • games, role-play and drama involving multiple participants
use shared and collaborative writing (including 'writer-talk') to demonstrate, model and develop • writing skills
enrich literacy learning through the collective sharing of multi-modal texts, video, ICT, visitors to the • classroom, and so on.
Independent work in mathematics, group and individual, provides focused opportunities to:
explore a process in order to clarify how it works and when it can be applied •
engage in child-initiated enquiry, which the teacher reviews and helps scaffold to deepen learning •
use and apply mathematics that involves generalising, testing and reasoning •
carry out and sustain focused mathematical enquiry and prepare feedback to other children •
make decisions by choosing the mathematics needed to solve a problem and refine methods and ways • of recording
practise key skills and methods to improve speed, confidence and accuracy. •
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Independent work in literacy, group and individual, provides focused opportunities to:
write independently using a range of media; write privately to record and develop thinking (individual) •
read and research independently, exploring and extending personal interests (individual) •
write collaboratively for real purposes and audiences (group) •
explore through dialogue, debate, role-play and drama (group) •
discuss and explore reading (group) •
develop presentation through a range of media and modalities. •
Individual support and one-to-one tuition in mathematics provides focused opportunities to:
focus on methods rather than answers to help the child to compare, explain and refine methods and • ways of recording
model 'thinking aloud' to emphasise particular processes using precise mathematical vocabulary •
use open-ended problems and questioning to engage the child in decision making, explaining and reasoning •
use practical resources and visual models that provide a different way to 'see' mathematics or to highlight • misconceptions.
encourage self-assessment, share and discuss success criteria and help the child recognise and correct mistakes •
Individual support and one-to-one tuition in literacy provides focused opportunities to:
provide specific texts, tasks, and stimulus to engage the individual based upon knowledge of the child • and his/her identified next-step needs
focus on the very specific reading or writing development needs of an identified child •
support the child to take the appropriate next steps in learning through tailored modelling and • scaffolding
involve the child in evaluating their own reading and writing and setting appropriate goals. •
demonstrate and support 'thinking aloud' to articulate the specific reading or writing processes to be • mastered
Questions to reflect on when thinking about pedagogy in your own school
Is this range of pedagogies in place in your school? 5.
Which of these pedagogies are well-established practices in your school? 6.
What aspects of practice require further development? 7.
How are these pedagogies used in your school to meet the children's needs as identified through AfL? 8.
Pedagogical approaches in different modes of teaching – whole class, guided, independent and one-to-one learning
| | Relationship to quality first teaching | Informed by what assessment? | Direct instruction? | Modelling? | Scaffolding? | Rehearsing? | Enquiry? | Dialogue and discussion? | Problem solving? | | Questioning? | Self-directed learning? |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Whole-class teaching | An integral part | Through patterns of achievement across the class | Y | Y | | Y | Y | Y | | | Y | |
| Guided group work | An integral part | Individual | Y | Y | Y | | Y | Y | | | Y | |
| Independent work | An integral part | Individual | | | | Y | Y | Y if in groups; N if not | Y | Y if paired | | Y |
| Individual support/tuition | Integral support to QFT | Individual | | Y | Y | | Y | Y | | | Y | |
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21
This is what the different pedagogical techniques might look like in different phases or modes of teaching (whole class, guided, independent or one-to-one learning) in literacy and mathematics:
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| Teacher’s role: | Providing direct and instructive teaching | Orchestrating interactive teaching | Reviewing learning, intervening and supporting learning |
|---|---|---|---|
| Examples – guided group | Mathematics Explaining how to find the perimeter of rectangles on a square grid to strengthen children’s use of associated language and helping secure methods of systematic calculation, that build on prior learning. | Mathematics Discussing the grouping of 24 objects into groups of 2, 3, 4, 5 and 6; deciding when there is and is not any remainder and recording the answer; giving children the opportunity to select and explore other starting numbers to identify and record their grouping properties. | Mathematics Asking the group to find pairs of numbers that have a given difference and product; checking their confidence to subtract and multiply two numbers mentally and providing variations to the problems to probe understanding and secure skills. |
| | Literacy Modelling to a group of children a particular skill that they need to develop, for example reading between the lines in a story. | Literacy Organising and facilitating a group role-play activity to explore an incident in a story they are reading or writing. | Literacy Supporting group review of a piece of writing to see if it meets the success criteria agreed beforehand. |
| Teacher’s role: | Providing direct and instructive teaching | Orchestrating interactive teaching | Reviewing learning, intervening and supporting learning |
|---|---|---|---|
| Examples – independent: group and individual | Mathematics Describing which groups of numbers are to be summed on a number square and the exploration the children are to carry out, discussing how they are to present it to demonstrate their findings to the rest of the class. | Mathematics Giving children train and bus timetables to use to plan a series of journeys; asking children to work out how long a particular journey takes and inviting them to plan journeys of their own. | Mathematics Giving children a series of subtraction calculations to mark and then asking them to devise a set of feedback prompts to support other children in carrying out the calculations. |
| | Literacy Setting the challenge, establishing parameters and defining success criteria for an independent group or individual activity, such as writing a news report for the school website. | Literacy Creating the environment and providing the resources for independent group interaction, such as a simulated courtroom to establish the ‘guilt’ or ‘innocence’ of a character from a book. | Literacy When children are discussing a book in groups, dropping in a key prompt or question that will take their thinking further or move it in a more productive direction. |
© Crown copyright 2009
00286-2009BKT-EN
| Teacher’s role: | Providing direct and instructive teaching | Orchestrating interactive teaching | Reviewing learning, intervening and supporting learning | Structuring and steering independent learning |
|---|---|---|---|---|
| | Literacy Modelling a particular skill such as locating information in a text, explaining your actions and thinking as you do so. Asking the child to repeat the process, verbalising what they are doing and why. | Literacy Writing a story collaboratively with the child where you take turns to write the next sentence, explaining to each other what you are trying to achieve in terms of the overall narrative. | Literacy Looking together at a sentence the child has written and discussing what could be improved and how. | Literacy Having modelled and discussed a particular key language feature, asking the child to read independently and highlight other examples. |
© Crown copyright 2009
00286-2009BKT-EN
Section three
This section is a background to using Lesson Study as a technique for analysing the implementation of these pedagogies in schools.
Background information to accompany Lesson Study video footage
This film is intended to show how two schools are making use of Lesson Study as a means of developing and transferring effective classroom pedagogic practice. It contains ideas for in-school use of lesson study and some insights and views from headteachers, leading teachers, class teachers and pupils into how Lesson Study can work most effectively.
Lesson Study is widely used in East Asia where it was first developed in Japan in the 1870s. Researchers on the 1998 international comparative study of mathematics and science (TIMSS) attributed the use of Lesson Study to the high quality of subject knowledge and to the well developed pedagogic approaches to teaching that subject knowledge they found amongst Japanese teachers. A good working knowledge about which pedagogic approaches work best for teaching specific strands of curricular content has become known as 'pedagogic content knowledge'.
In 2007 McKinsey Consulting published an international research booklet compiled by Sir Michael Barber called 'How the world's best performing school systems come out on top'. One key finding was that these systems find ways of getting people most interested in teaching, learning and curriculum to become headteachers. A second finding was that they also discover systematic ways of helping teachers to learn from each other. He cites Lesson Study as a very good example of this.
During Lesson Study a group (or pair) of teachers work together to improve their teaching of a strand or aspect of the curriculum that their data and their experience suggests is in need of improvement. They collectively plan a 'study lesson' that incorporates some new pedagogic component which, strong research suggests, will improve learning and progress. They use the study lessons to try out, refine and tailor the component to the needs of their pupils.
In the film you will see a focus on writing and mathematics.
Typically a Lesson Study group plans the study lesson with three or four particular pupils in mind. These 'case' pupils should represent typical learner groups – often high, mid or lower attaining pupils in the subject in the class. The Lesson Study group teachers carefully analyse the needs of each pupil and set out optimally what each could be achieving at each stage of the lesson if the pedagogic technique and the lesson as a whole works well.
One person then teaches and others observe the study lesson. Observers focus regularly and frequently on the progress each of the 'case pupils' is making, compared with what had been predicted they would make in the plan. Observers also focus more widely – alternating between zooming in and zooming out. They record their observations on their copy of the study lesson plan they have constructed as a group.
Many Lesson Study groups also interview the focus pupils (either individually or as a group) to get their perspectives on what worked well for them and how the lesson could be improved if it were to be taught again to another class. Pupils are invariably insightful and provide a fresh perspective on the lesson.
Following the study lesson they discuss what worked for each pupil and more widely for the class using their notes from the lesson and interviews as the starting point.
Teachers involved in research into Lesson Study report that the focus on the pupils removed the spotlight from the teacher. This tends to enable greater risk taking and encourages teachers to work on aspects of their practice that they are less confident about. The fact that the study lesson is jointly planned and jointly owned means its successes and failures are shared by the group and not just the responsibility of whoever gets to teach that particular research lesson.
Over a series of study lessons the group refine, develop and tailor the key techniques. Once this has happened, the Lesson Study process dictates that they share what they have learned with colleagues. This may be in a staff meeting. In Japan, China and Singapore many schools will hold 'public research lessons' where the class and teachers stay behind after school and conduct the lesson with the refined technique in front of an invited audience from local schools and school district advisers. Audience, teachers/observers and pupils then discuss the lesson's pros and cons from their different perspectives. The outcomes are then written up and published. The shelves of Japanese bookshops are piled high with Lesson Study accounts.
There is an increasing body of evidence from England now linking the use of the Lesson Study cycle of joint planning, joint teaching and observation, case pupils and joint analysis with improved pupil progress. In one piece of work in 2008 with 14 LAs the use of this cycle led to a doubling of the improvement in mathematics and combined English and mathematics compared with national results and a four percentage point rise in writing against a standstill picture nationally.
© Crown copyright 2009
00286-2009BKT-EN
Section four
This section looks at the role of the headteacher as lead learner and supports you in taking an overview of pedagogy in your school.
A lead learner:
talks about learning •
focuses clearly on learning •
talks about pupil progress •
initiates professional development •
talks about teaching and the pedagogical toolkit •
builds on effective practice and strengthens the less-effective •
builds a culture of professionalism: •
builds a strong and committed team •
by negotiating and agreeing changes to secure the improvements ––
by implementing changes and monitoring the impact ––
continually improves learning and teaching through clear management structures and a programme • of professional development that promotes powerful professional learning.
Having identified which pedagogical approaches are working well in your school and which need improving:
How do you improve pedagogy currently? 1.
How do you share good practice? 2.
How will you map teaching across the school to ensure consistently good provision for all pupils? 3.
How will you monitor, evaluate and continually improve provision? 4.
How will you ensure that all pedagogies in your school, including Early Years, are used appropriately 5. and applied to:
whole-class teaching? ––
guided group work? ––
one-to-one tuition? ––
What will you now do to improve and develop provision: 6.
over the next term? ––
over the next year? ––
© Crown copyright 2009
| Monitoring and evaluation processes | |
|---|---|
| Strategy for improvements | Long term |
| | Short term |
00286-2009BKT-EN
Acknowledgements
Extract from Essays on Pedagogy by Alexander, R.J. (2008) London, Routledge, p 47. Used with kind permission.
Diagram taken from Lesson Study in England. Pete Dudley, 2008.
Pedagogic content knowledge diagram taken from Shulman, L.S. (1986) Those who Understand: Knowledge Growth in Teaching. In: Educational Research Review, Vol. 57, no. 1, pp. 4-14. Copyright Elsevier. Used with kind permission.
Audience: Headteachers
Date of issue: 04-2009
Ref: 00286-2009BKT-EN
Copies of this publication may be available from:
www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
Copies of this publication may be available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: email@example.com
© Crown copyright 2009 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
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East Penn School District Elementary Curriculum
A Planned Course Statement for
Grade 5 - Art
Length of Period (mins.)
40
Periods per Week
1
Length of Course (yrs.) 1
Adop ted 4/23/07
Developed by: Carol Beightol Vicky Free Anne Garton Jeff Shreck Heather West
Course Title
Art – Fifth Grade
Description
Students will be introduced to a variety of media and techniques. They will be introduced to creative problem solving that will result in a meaningful investigation and exploration of art.
Goals
1. Students will know and apply the principles and elements of design by examining and creating art.
2. Students will utilize various media, techniques, and technologies by analyzing and creating art.
3. Students will examine art through visual explorations and oral descriptions.
4. Students will examine and interpret the artistic styles of various artists, and will focus, district wide, on Renee Magritte and Leonardo da Vinci.
5. Students will develop artistic identity and awareness of their self as an artist.
6. Students will recognize and describe contemporary and past works of art associated with geographic regions, focusing on the region of North America.
7. Students will develop pride, safety, and craftsmanship through art production.
Key to Levels of Achievement (listed with each learning objective)
Awareness (A) Students are introduced to concepts, forms and patterns.
Learning (L)
Students are involved in a sequence of steps and practice activities which involve further development and allow for evaluation of progress.
Understanding (U)
Reinforcement (R)
Students demonstrate ability to apply acquired concepts and skills to individual assignments and projects on an independent level.
Students maintain and broaden understanding of concepts and skills to accomplish tasks at a greater level of sophistication.
| I. Art Aesthetics Elements of Design | 1 | Students will explore, identify, and develop types of line in art. | L | Create line with a variety of art tools and media Use line to create shape, pattern, form, texture, and rhythm Explore the use of continuous and contour lines Identify and use different types of lines to create a composition Identify line as an element of design Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|---|
| | 2 | Students will explore, identify, and develop types of color in art. | L | Mix primary to make secondary colors Mix tints by adding white and shades by adding black to colors Name and use warm, cool, intermediate, complimentary, neutral, and analogous colors Identify color as one element of design Use values of colors, light and dark Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 3 | Students will explore, identify, and develop types of shape in art. | L | Recognize shape as two- dimensional Identify shape as an area enclosed by line Name and identify the five basic geometric and free form shapes Arrange shapes to create a composition Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify shape as one element of design | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|
| 4 | Students will explore, identify, and develop types of texture in art. | L | Identify texture as the look and feel of a surface: rough, smooth, shiny, and dull Create texture using a variety of materials and tools Differentiate between tactile and visual texture Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify texture as one element of design | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 5 | Students will explore, identify, and develop types of form in art. | A | Identify and name geometric forms (sphere, pyramid, cone, and cube) Identify form as three dimensional Create form by modeling, assembling, or constructing Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify form as one element of design | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| | 6 | Students will explore, identify, and develop types of space in art. | A | Identify positive and negative space as the area within or around shapes and forms Use form in a composition Identify space as 2-D or 3-D Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify space as one element of design | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|---|
| | 7 | Students will explore, identify, and develop value in art. | A | Create value in a 2-D composition using shades or tints Identify value as one element of design | Teacher judgment and observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| II. Art Aesthetics Principles of Design | 8 | Students will gain an awareness of balance in art. | L | Recognize and create balance as an arrangement of shape, color, and form in art Identify and use symmetrical or radial balance in a composition Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify balance as a principle of design | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| | 9 | Students will gain an awareness of variety in art. | L | Create variety in a two- dimensional composition in relation to size, shape, and color Recognize variety in texture, size, shape, and color as a means of adding interest to an artwork Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify variety as a principle of design | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 1 0 | Students will gain an awareness of pattern in art. | L | Recognize pattern as the set or random repetition of a line, shape, color, texture, or form, or any combination of these Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify pattern as a principle of design | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|
| 1 1 | Students will gain an awareness of rhythm in art. | L | Recognize rhythm in artwork as visual movement achieved by repetition of lines, shapes, colors, textures, or patterns Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify rhythm as a principle of design | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 1 2 | Students will gain an awareness of proportion in art. | L | Identify the use of proportion to indicate distance, large shapes are close-up and small shapes are far away Identify proportion as the size relationship between parts of a composition to each other and the whole Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Identify proportion as a principle of design | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| | 1 3 | Students will gain an awareness of emphasis in art. (center of interest-focal point) | L | Recognize that the center of interest is the most important part of an artwork Identify emphasis as a principle of design Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|---|
| | 1 4 | Students will gain an awareness of unity in art | L | Recognize that unity is created through a combination of color, shape, line, and texture and the principle of design in an artwork Identify unity as a principle of design Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| III. Art Processes – Media and Methods | 1 5 | Students will explore and identify expression through various techniques of drawing. | L | Draw using a variety of materials (pencil, marker, felt tip pens, chalk, charcoal) to create a composition Draw from memory, imagination, or observation Explore contour drawing, shading, and stippling Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 1 6 | Students will explore and identify expression through various techniques of painting. | L | Paint using a variety of tools and materials (tempera, sponges, brushes) Express ideas, thoughts, and feelings individually or in a group Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|
| 1 7 | Students will explore and identify expression through various techniques of printmaking. | L | Create prints by using a variety of printing materials, ex. Cardboard glued on block, yarn glued on cardboard, linoleum cuts, stamp and junk prints Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima Express ideas, thoughts, and feelings through printmaking | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 1 8 | Students will explore and identify expression through various techniques of sculpture. | L | Identify sculpture as 3-D as opposed to 2-D Construct and model three- dimensional works of art using simple tools and techniques from a variety of materials (clay, wood, found objects, paper mache, etc.) Discuss relief sculpture Express ideas, thoughts, and feelings through sculpture | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 1 9 | Students will explore and identify expression through various techniques of collage and mosaic. | L | Arrange a collage or mosaic composition using paper, cloth, found objects, string, etc. Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 2 0 | Students will explore and identify various fiber and textile techniques. | L | Use a variety of materials to create a textile composition (yarn, string, fabric) Recognize the variety of textures in fibers Use simple cardboard loom or God’s Eye Create a textile composition from a variety of methods (knotting, weaving, stitchery) | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
|---|---|---|---|---|
| 2 1 | Students will explore and identify simple architectural structures. | L | Recognize and describe forms of shelter in relation to environmental factors (log cabin, cave, adobe pueblo, etc.) Select various materials to construct simple architectural structures Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 2 2 | Students will explore and identify different pottery techniques. | L | Build a clay piece using one of the following techniques (slab, tile, pinch pots, bead work, coil, or draped form) Introduce use of liquid glazes | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| 2 3 | Students will explore the use of animation imagery. | L | Use simple animation techniques through the use of flip books Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Teacher observation Student/teacher discussion Student attitude and effort Quality of student work Homework, quizzes, and worksheets |
| IV. Art Criticism | 2 4 | Students will express ideas and opinions about art. | L | Explore, examine, interpret, and evaluate artwork of themselves and other students as well as artwork by major artists from various cultures Contrast and compare the media and mood of the artwork Discuss the physical characteristics of the artwork (elements, principles, media, and methods) Use computer software such as the “Dropping In” series, “Kidpix” and the “Wilton Series” with the laptop and proxima | Student/teacher discussion Worksheets |
|---|---|---|---|---|---|
| V. Subjects and Themes | 2 5 | Students will create an art project using any media in relation to the themes. | L | Subjects and themes will be integrated into the curriculum according to grade level, themes will be modified periodically in relation to classroom curriculum | Teacher observation Student/teacher discussion |
| VI. Art Appreciation through Culture, Heritage, and Environment | 2 6 | Students will examine contemporary and past works of art. | L | View and discuss various prints of artwork in relation to various artists Recognize and describe art as a visual record of humankind using prints, videos, and computer software Examine and interpret the artistic styles of various artists, and focus, district wide, on Renee Magritte and Leonardo da Vinci | Student/teacher discussion |
| | 2 7 | Students will explore art from different cultures. | L | View and discuss various prints of art in relation to different cultures, traditions, symbols, motifs, and holidays and the art of specific cultures Recognize and describe contemporary and past works of art associated with geographic regions, focusing on the region of North America | Student/teacher discussion |
| Unit | Num | Objective | Level | Content | Evaluation |
|---|---|---|---|---|---|
| VII. Craftsmanship Discipline and Safety in Art Processes | 2 8 | Students will develop pride, understanding, and craftsmanship in the process and in the end product. | L | Compare and contrast examples of good and poor craftsmanship in artwork, praise is given for a job well done | Student/teacher observation |
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Rainforest restoration: approaches, costs and biodiversity outcomes
Carla P. Catterall and John Kanowski
School of Environment, Griffith University, Nathan, QLD 4111
Rainforests have a complex structure and support a diverse suite of plants and animals, attributes lost on conversion to pasture. Rainforest restoration includes activities such as the rehabilitation of degraded remnants, the reforestation of cleared land (photos left and centre) and the management of weedy regrowth (photo, right). All of these activities aim to assist the recovery of rainforest biodiversity.
The last few decades have seen considerable investment in rainforest restoration (including remnant rehabilitation, tree planting and regrowth management) in tropical and subtropical Australia. In recent years, research has helped us understand the value of restoration projects for biodiversity.
In this fact sheet, we discuss the following issues.
[x] What approaches have been used to achieve rainforest restoration?
[x] What are the costs of these approaches?
[x] What are the outcomes for biodiversity?
[x] How might 'biodiversity-friendly' rainforest plantings be designed and maintained?
Marine and Tropical Sciences Research Facility http://www.rrrc.org.au/mtsrf/
Rainforests and biodiversity
Rainforests cover less than 1% of Australia, relics of the vast forests that once occupied much of the continent. Yet they still support a high proportion of Australia's native species.
Following European settlement, tropical and subtropical rainforests on fertile soils were extensively cleared for agriculture. Most remaining rainforest is now protected from further clearing, but smaller remnants often support reduced populations of rainforest animals and are subject to disturbance and invasion by exotic species. Regenerative processes such as seed dispersal have been altered, and the long-term future of biodiversity in many remnant rainforests is uncertain.
Rainforest restoration
In recent decades, there has been increasing effort to rehabilitate degraded rainforest remnants and to re-establish rainforest on cleared land. A wide variety of tree planting designs have been trialled, from monoculture and mixed species timber plantations to diverse 'ecological restoration' plantings (see below). At the same time, regrowth forests have developed spontaneously on larger areas of retired farmland, particularly in subtropical Australia. Even when dominated by introduced trees, regrowth forests can support native fauna and flora, including the seedlings of rainforest trees. Active management of this regrowth can further promote the regeneration of rainforest plants.
Approaches to re-establishing rainforest on cleared land
The following table summarises the typical characteristics of different approaches to rainforest reestablishment. In practice, there are many variants, and different approaches can be combined at the landscape scale (for example, spatial mosaics of timber and restoration plantings).
Monoculture
timber
plantation
Mixed
species timber
plantation
Ecological
restoration
planting
| | Species planted: | | 1 species | | 2-10 species | | 20-50 species | | No planting |
|---|---|---|---|---|---|---|---|---|---|
| Planting density: | | 1,000 stems/ha | | 1,000 stems/ha | | 2,500-5,000 stems/ha | | No planting | |
| | Cost per | | | | | | | | $0-$10,000 |
| | | | $4,000 | | $8,000 | | $30,000 | | |
| | hectare (AUD): | | | | | | | | (if managed) |
| Objectives: | | Timber, also rehabilitation of degraded land | | Timber, also rehabilitation of degraded land, biodiversity | | Biodiversity, water quality, rehabilitation of degraded land | | Varies. Regrowth can be managed to improve biodiversity outcomes | |
| | | | Initial intensive weed | | Initial intensive weed | | Initial intensive weed | | Includes weed control |
| | Management: | | | | | | | | |
| | | | control, thinning and | | control, thinning and | | control, maintenance | | (intensive and |
| | | | pruning of trees | | pruning of trees | | weed control | | maintenance) |
2
The outcomes of reforestation projects for biodiversity are affected by a range of factors operating at both site and landscape scales The outcomes of reforestation projects for biodiversity are affected by a range of factors operating at both site and landscape scales
Landscape factors
Site factors
Quality
(type of
restored habitat)
or
Context
(nature
of surrounding
land cover)
or
Configuration
(shape and
placement of
reforested areas)
Quantity
(total
area reforested)
or
Key
Surrounding land
cover (eg pasture,
urban, horticulture)
Remnant forest
(patches vary in
size and shape)
Watercourse
Reforested areas
(vary in size, shape,
position, habitat type)
Landscape factors
Site factors
Quality
(type of
restored habitat)
or
Context
(nature
of surrounding
land cover)
or
Configuration
(shape and
placement of
reforested areas)
Quantity
(total
area reforested)
or
Landscape factors
Site factors
Quality
(type of
restored habitat)
or
Quality
(type of
restored habitat)
or
Context
(nature
of surrounding
land cover)
or
Context
(nature
of surrounding
land cover)
or
Configuration
(shape and
placement of
reforested areas)
Configuration
(shape and
placement of
reforested areas)
Quantity
(total
area reforested)
or
Quantity
(total
area reforested)
or
Key
Surrounding land
cover (eg pasture,
urban, horticulture)
Remnant forest
(patches vary in
size and shape)
Watercourse
Reforested areas
(vary in size, shape,
position, habitat type)
Key
Surrounding land
cover (eg pasture,
urban, horticulture)
Surrounding land
cover (eg pasture,
urban, horticulture)
Remnant forest
(patches vary in
size and shape)
Remnant forest
(patches vary in
size and shape)
Watercourse
Watercourse
Reforested areas
(vary in size, shape,
position, habitat type)
Reforested areas
(vary in size, shape,
position, habitat type)
What factors influence the outcomes of reforestation for biodiversity?
The biodiversity outcomes of re-establishing rainforest at any site will depend on:
[x] site factors (physical conditions and characteristics of the revegetation);
[x] landscape factors (the relationships of the revegetation with surrounding areas).
[x] patch size (the area of continuous vegetation); and
For example, in North Queensland (see graph, below), the number of rainforest-dependent bird species in decade-old restoration plantings averaged about half of that typically found in intact rainforest, compared with around 25% in timber plantations and regrowth. However, birds of grassland or wetland habitats showed the reverse pattern.
How can trees make a forest?
The importance of patch size
At the site level, important decisions about planting designs for reforestation include the number and kinds of species planted and the stocking rate (plant density). These will determine habitat quality (suitability for rainforest-dependent species). Restoration plantings contain many more tree species than timber plantations and are more densely planted. They are more similar to rainforests in plant species composition and structural complexity, and support more of the animal species that depend on rainforest habitats.
Biodiversity in reforested areas will also depend on the quantity of habitat (the patch size). Most reforestation projects have been no more than a few hectares in area (with many less than one hectare). Even if they are planted in a manner that will produce high habitat quality, such small areas cannot sustain all of the species found in intact rainforest habitat. Furthermore, edge effects (changes caused by the penetration of light, wind. heat and other factors) reduce the habitat quality of small patches.
3
The bigger picture
The biodiversity outcomes of reforestation at any site also depend on landscape-scale factors such as the configuration (e.g. the number shape, and arrangement) of reforested areas and their context (e.g. the type of surrounding habitat).
Many restored rainforest areas are riparian corridors (narrow strips along creeks). Riparian restoration helps improve water quality and instream habitats. Reforested corridors that link remnants can also help rainforest-dependent species to move between them.
But the main value of corridors for most species may simply be the additional habitat area that they provide in the landscape.
On the downside, narrow corridors may be dominated by edge effects (including weed invasion). Plantings whose shape is more compact and consolidated will have a larger proportion of their area located away from edges, and therefore will be less disturbed.
Proximity to remnant rainforest is another aspect of configuration that affects biodiversity outcomes, especially for species with limited capacity for long-distance movement.
Distance from intact rainforest affects the
recovery rate of fauna in restored sites
Data from North Queensland.
Source: Grimbacher
et al.
2007.
Average beetle species
similarity of to rainforest
Age of revegetation (years)
Restored sites adjacent
to rainforest (dark symbols)
Restored sites over 1 km
from rainforest (light symbols)
Rainforest
sites
Pasture
sites
For example, a study in North Queensland found that ecological restoration sites between two and 18 years old were more rapidly colonised by rainforest beetles if they were located adjacent to intact rainforest, than if they were located more than one kilometre from rainforest (see graph, above).
4
Finally, context (surrounding habitat) will make a difference. For example, restored rainforest patches that are surrounded by woodland (widely-spaced trees) will be less isolated and exposed to edge effects than those within pasture.
Design of 'biodiversity-friendly' reforestation projects
Achieving rapid recovery of biodiversity
For the reasons outlined above, reforestation projects should be most likely to rapidly acquire a more rainforest-like biota if they are designed to:
[x] consist of many species of trees, shrubs and other plant life forms;
[x] be large in area.
[x] resemble rainforest in their physical structure and complexity; and
Ecological restoration planting as commonly practiced in Australia produces habitats that meet the first two criteria, and which often support a variety of rainforest animals within five to ten years of establishment. However, these techniques are expensive and have been restricted to relatively small areas.
Reforested areas that are close to intact rainforest or within landscapes that contain a lot of rainforest are likely to gain diversity most rapidly. In contrast, restored rainforest that is far from any other forest will gain new species more slowly, but on the other hand will add more diversity to the landscape and can itself act as a source of new colonisers for surrounding areas.
Timber vs. biodiversity: trade-off or synergy?
Some landholders have sought both biodiversity and financial benefits by establishing mixedspecies timber plantations. However, recent research has found that these plantations provide no more benefit to rainforest biota than do monoculture plantations, at least in their first decade of growth (see References and further reading). This is due to trade-offs in the planting designs needed for maximising timber production versus biodiversity within a replanted site.
To maximise wood production, a few tree species chosen for their timber quality are planted at low density, thinned and pruned, with understorey growth suppressed. In contrast, maximising biodiversity requires a high plant diversity, density and structural complexity.
Landscape-scale approach to meeting biodiversity and timber objectives from reforestation. In this hypothetical example, 25% of the plantation estate has been allocated to restoration plantings (striped areas), mostly along creek corridors and buffers around remnants, but also as larger areas to consolidate native forest. The balance is monoculture timber plantations (dots).
Timber plus biodiversity opportunities
Design and management at the landscape scale may get around this problem. For example, a restoration/ monoculture patchwork is expected to have better biodiversity outcomes across a whole plantation than uniform mixed timber. And it may be cheaper: based on available costing, an area of 25% timber monoculture and 75% restoration planting would have a similar total establishment cost to mixed species timber planting over the entire area.
Mixed species cabinet timber plantation, comprised of a few tree species established at wide spacing; their rainforest biodiversity value is relatively low.
Future rainforest restoration
How much is enough and who pays?
Despite tens of millions of dollars already having been spent, only about 1% of previously-cleared rainforest in tropical and subtropical Australia has been replanted with rainforest trees (although larger areas of spontaneous weedy regrowth occur in the subtropics). Larger-scale reforestation is needed for the long-term persistence of rainforest biodiversity.
Plantings to restore biodiversity have been limited to small areas because of high cost and low financial return. However, prospects for financing restoration plantings are improving, as markets develop for:
[x] 'offsets' to compensate for the clearing of native vegetation;
[x] carbon sequestration.
[x] environmentally-certified forest products; and
Recent work has shown that ecological restoration plantings are effective at sequestering carbon (see References and further reading).
How can it be done better?
Emerging alternative approaches that may ultimately reduce reforestation costs include direct seeding and management of natural regeneration. Knowledge is improving, but there is still much to be learnt about how to costeffectively rebuild rainforest biodiversity.
To enable better advice to be given to future restorers of rainforest, we need to learn more from current efforts, and to identify past mistakes and avoid repeating them. The development of improved techniques requires a collaborative effort involving both researchers and restoration practitioners, to combine:
[x] a more experimental approach to restoration activities; together with
[x] longer term monitoring of the outcomes.
Methods for documenting and monitoring the outcomes of reforestation activities have recently been developed (see References and further reading). However, experimental approaches are still scarce, and more creative efforts are needed over larger areas.
5
References and further reading
Ecological restoration techniques
Big Scrub Rainforest Landcare Group (2005) Subtropical Rainforest Restoration, 2nd Edition. Big Scrub Rainforest Landcare Group, Bangalow.
Freebody, K. (2007) Rainforest revegetation in the uplands of the Australian Wet Tropics: planting models and monitoring requirements. Ecological Management and Restoration 8: 140-143.
Kooyman, R. (1996) Growing Rainforest. Rainforest Restoration and Regeneration – Recommendations for the Humid Subtropical Region of Northern NSW and Southeast QLD. Greening Australia, Brisbane.
Tucker, N. & Goosem, S. (1995) Repairing the Rainforest. Theory and Practice of Rainforest Re-establishment in North Queensland's Wet Tropics. Wet Tropics Management Authority, Cairns.
Tucker, N. (2008) Restoration in North Queensland: recent advances in the science and practice of tropical rainforest restoration. In: Living in a Dynamic Tropical Forest Landscape (eds. N. Stork and S. Turton), pp. 485-493. Wiley-Blackwell, Oxford.
Outcomes of reforestation for biodiversity
Catterall, C.P., Kanowski, J., Wardell-Johnson, G.W., Proctor, H., Reis, T., Harrison, D. & Tucker, N.I.J. (2004) Quantifying the biodiversity values of reforestation: Perspectives, design issues and outcomes in Australian rainforest landscapes. In: Conservation of Australia's Forest Fauna, Vol. 2 (ed. D. Lunney), pp. 359-393. Royal Zoological Society of NSW, Sydney.
Catterall, C.P., Kanowski, J. & Wardell-Johnson, G.W. (2008) Biodiversity and new forests: interacting processes, prospects and pitfalls of rainforest restoration. In: Living in a Dynamic Tropical Forest Landscape (eds. N. Stork and S. Turton), pp. 510-525. Wiley-Blackwell, Oxford.
Erskine, P.D., Catterall, C.P., Lamb, D. & Kanowski, J. (2007) Patterns and processes of old field reforestation in Australian rainforest landscapes. In: Old Fields: Dynamics and Restoration of Abandoned Farmland (eds. V. A. Cramer and R. J. Hobbs), pp. 119-143. Island Press, Washington DC.
Grimbacher, P.S. & Catterall, C.P. (2007) How much do site age, habitat structure and spatial isolation influence the restoration of rainforest beetle species assemblages? Biological Conservation 135: 107-118.
Kanowski, J., Catterall, C.P., Wardell-Johnson, G.W., Proctor, H. & Reis, T. (2003) Development of forest structure on cleared rainforest land in eastern Australia under different styles of reforestation. Forest Ecology and Management 183: 265-280.
Kanowski, J., Catterall, C.P. & Wardell-Johnson, G.W. (2005) Consequences of broad scale timber plantations for biodiversity in cleared rainforest landscapes of tropical and subtropical Australia. Forest Ecology and Management 208: 359-372.
Kanowski, J. & Catterall C. P. (2007) Converting stands of camphor laurel to rainforest: What are the costs and outcomes of different control methods? Available for download: http://www.griffith.edu.au/__data/assets/pdf_file/ 0006/75786/Camphor-conversion-factsheet-NRCMAFinal.pdf
6
Outcomes of reforestation for carbon
Kanowski, J. & Catterall, C.P. (2010) Carbon stocks in above-ground biomass of monoculture and mixed species plantations and environmental restoration plantings in northeast Australia. Ecological Management & Restoration 11: 119-126.
Monitoring rainforest restoration
Catterall, C.P. & Harrison, D.A. (2006) Rainforest Restoration Activities in Australia's Tropics and Subtropics. Rainforest CRC, Cairns. Available for download: http://www.jcu.edu.au/rainforest/publications/ restoration_activities.htm
Kanowski, J., Catterall, C.P., Freebody, K., Freeman, A.N.D. and Harrison, D.A. (2010) Monitoring Revegetation Projects in Rainforest Landscapes. Toolkit Version 3. Published by the Reef & Rainforest Research Centre Ltd, Cairns. Available for download: http://www.rrrc.org.au/ publications/biodiversity_monitoring3.html
Kanowski, J., Catterall, C.P. & Harrison, D. A. (2008) Monitoring the outcomes of reforestation for biodiversity conservation. In: Living in a Dynamic Tropical Forest Landscape (eds. N. Stork and S. Turton), pp. 526-536. Wiley-Blackwell, Oxford.
Published by the Reef & Rainforest Research Centre Ltd on behalf of the Australian Government's Marine and Tropical Sciences Research Facility (MTSRF) Project 4.9.5:
http://www.rrrc.org.au/mtsrf/theme_4/project_4_9_5.html
For further information about rainforest restoration:
Professor Carla Catterall Environmental Futures Centre Griffith University Nathan, QLD 4111 email@example.com
This document should be cited as:
Catterall, C.P. and Kanowski, J. (2010) Rainforest restoration: approaches, costs and biodiversity outcomes. Reef & Rainforest Research Centre Ltd, Cairns.
This document can be downloaded from the following websites:
Reef and Rainforest Research Centre Ltd (RRRC): http://www.rrrc.org.au/publications/tnq_factsheets.html
Environmental Futures Centre, Griffith University:
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School One
A Period
Trimester 1 2018-2019
D Period
Advanced Algebra
Art Matters
American Literature
Biology
Calculus
Civics and Communication
Music Workshop
Current Affairs
Resource
Illustration
Spanish 1
Spanish 3
Spanish 2
The Tudors
2D Art
Writing About Film
Western Civ.
Writing Workshop
B Period
Art Portfolio
American Affairs
Chemistry
Essential Math
Creative Writing: Drama
Jewelry
Topics In Literature
Survival Math
Theater
C Period
Advanced Algebra
E Period
Basic Algebra
Computer Science 1
Ceramics
Drawing Our Stories
Physics
Improv
Resource
Spanish 4-5
Shakespeare's History
3D Art
F Period
Digital Media
British Literature
Spanish 1
Biology
Designing America
Geometry
Forensics
History of Story
Intermediate Algebra
Lights, Camera, Action (Video)
Pre-Calculus
Music Performance
Psychology
Pre-Calculus
Resource
Study Hall
Study Hall
Zine
Trials
Basketball
Phys. Ed. And Health
Health
Pound!
Sex Ed. Health
Soccer
Tai Chi
Tennis
Walking
ENGLISH
BRITISH LITERATURE IV: The Victorian Dark Side
Cary Honig
Our world has changed enormously during the last two hundred years. We're almost used to this crazy pace of change, but what was it like for people who weren't? This year we will assess the terror with which these changes were met. Was a society that became obsessed with seances, mesmerism, phrenology and various sorts of "subhuman" behavior merely crazy, or was it reacting reasonably to the pressures of the time? This trimester, we will address this question by reading (mostly) Victorian horror literature. We will begin by reading MacBeth in class while reading Dickens's A Tale Of Two Cities at home. We will use these texts to address horror techniques and to discover horror's reasonably consistent political context. We will then look at more typical Victorian horror fare including LeFanu's sexy vampire story Carmilla, Walpole's hilariously bad The Castle of Otranto (preVictorian, but it started the gothic craze), Stevenson's Dr. Jekyll and Mr. Hyde, and Oscar Wilde's The Picture Of Dorian Gray. We will read dark poetry by the likes of Tennyson, the Brownings and the Brontes. The kindly Charles Darwin will make a crucial appearance as well. Be prepared to write regular essays that are full of evidence. Each student will teach a soliloquy and a poem to the class and will be expected to participate in discussions and close reading in class. Punctuality of students and assignments and willingness to voice opinions and ask questions will be vital to learning and earning credit. This class is not for the faint of heart!
You can begin British Literature any trimester. (English or History elective credit)
AMERICAN LITERATURE: The American West
Michael Fox
In this yearlong course, we will take a literary journey into the rugged expanse of the American West. The first trimester begins in the early 19 th century with selections from James Fenimore Cooper's Leatherstocking Tales. We will follow his hero, Natty Bumppo, a white man raised among Indians, as he teaches us to survive on the frontier without losing our scalps. We will pay particular attention to his interesting portraits of the American Indian as a "noble savage" whose way of life was threatened by the callous advance of white civilization. Lest we leave it to those of European descent to tell the whole story, native voices will also give their testimony: We will consult primary and secondary source documents that tell the history from an Indian perspective. As we travel westward, we will explore the idea of Manifest Destiny and try to understand how and why the United States claimed the huge chunk of land between the shining seas. Once at the Mississippi River, we will read Mark Twain's The Adventures of Huckleberry Finn. This classic novel paints a portrait of Missouri, the gateway to the West, as it began to teem with civilization in the 1840s. We will finish the trimester, still in the Midwest, with Willa Cather's O Pioneers, a gruesome but beautiful novel about a woman's attempt to survive and prosper on the prairie. This course will involve a lot of reading, writing and thinking, so do not enroll unless you are ready for a heavy workload. To earn credit, students will need to demonstrate thorough reading through discussions, quizzes, reading logs and in-class writings. Students will need to complete satisfactory essays with appropriate revisions.
SHAKESPEARE'S HISTORY IV
Erin Victoria Egan
See History section for complete description.
CREATIVE WRITING
Eve Kerrigan
"Some say life is the thing, but I prefer reading." Ruth Rendell
During trimester one, we will read short stories and works of flash (short short) fiction, learning a little, as we do, about the evolution of the genre. Students can expect to explore character, dialogue, voice, style and description while trying out various narrative strategies and aesthetics. During the month of October, we will read and write GHOST STORIES!
Students will, of course, be expected to read all weekly assigned material and complete homework assignments on time to earn credit. You will be asked to work on stories of your own, evaluate and re-write your work and discuss your work in the classroom. These written efforts and discussions are crucial for getting the most out of the class, which is why regular attendance is also necessary to earn credit.
I am looking forward to seeing what your great and bizarre minds can come up with when properly inspired. Students who have passed the Humanities Competency Exam may take Creative Writing for English credit. Students who have not passed the exam before the trimester begins may take this class for elective credit.
WRITING ABOUT FILM
Michael Fox
This course invites students to think more critically about the cinema experience. Students will study movies as works of art and conduct original research about topics they choose. We will work on developing film literacy as we analyze movies according to formal elements including editing, sound, image composition and acting style. Students will also learn about film history by studying movies from decades long past. Primarily, the course will be organized chronologically around film genres. Trimester one will begin with silent movies, including primitive films by the Lumiere Brothers, some truly weird stuff by German Expressionists and some classic comedies featuring Charlie Chaplin and Buster Keaton. The second half of the trimester will be devoted to the horror films. We will watch classics like James Whale's Frankenstein and its companion The Bride of Frankenstein, Val Lewton's Cat People, Alfred Hitchcock's Psycho and Steven Spielberg's Jaws. Student research will be at the center of the course. To earn credit, students will be expected to produce an 8-10 page research paper. Additionally, students will need to complete written responses to the films and readings. Active class participation and on-time work are essential for earning credit.
TRIALS I: The Bill of Rights
Cary Honig
This is the first trimester of a two-year course designed for those of you who are interested in law and U.S. history as well as improving your English and history skills for the competency exam. This trimester, our focus will be on understanding the Bill of Rights, which should be your favorite part of the Constitution. Which rights does it provide? Are they limited at all? Against whom do you have these rights? (Do you have a legal right to use them against your parents, your friends or School One? You may not like the answer.) Our primary focus will be on the religion and speech clauses of the First Amendment, and in this connection, we will be looking at the Puritan period in U.S. history to understand why these clauses were so important. We will read Nathaniel Hawthorne's novel The Scarlet Letter and Arthur Miller's play The Crucible, which is about the Salem Witch Trials and, by implication, about McCarthyism in the 1950s. Students will read the book at home, answer questions in writing, read the play in class, join class discussions and write and revise essays until they are successful. We will also review grammar at least once a week. Careful, consistent work and strong attendance will lead to progress in English skills and historical and legal knowledge. Punctuality of students and assignments will be necessary to earn credit. We will be working up to mock trials during the second and third trimesters. (English or history elective credit)
CIVICS & COMMUNICATIONS
Maryann Ullmann
What do you care about? Do you see what you care about in the media? Who frames the discussion and how? Who is making all the decisions that affect you? Where are you in all of this?
This class will focus on current issues of interest to you both individually and as a class and building the skills to deepen understanding, speak up and do something about them. You'll learn about the ethics and techniques of journalism and analyze the news. You'll conduct research and interviews, write both objective articles and opinion pieces, practice public speaking and debate and use your multimedia communication skills to affect real change. You'll learn about government systems and how to navigate them. You'll read essays and stories from civicminded thinkers throughout the ages from Aristotle to James Baldwin, as well as contemporary commentators from all across of the political spectrum, and samples from a range of journalistic traditions. You'll meet with activists and experts from the local community and discuss and debate ideas with your peers, always working to understand multiple perspectives and parse out the meaning of facts in a post-truth world. You'll also learn about and practice different decision-making techniques and problem-solving skills.
The first trimester of this year-long course will include focus on mid-term elections and individual journalism projects based on your interests. Also, through a program called Generation Citizen, the class will choose and implement a class real world action civics project to be presented at Civics Day at the State House in May.
WRITING WORKSHOP
Amanda Kallis
This course will develop the skills to make you a more critical reader and a more persuasive writer. There are so many different ways to write well, and we'll read closely as many different kinds of voices as we can during the trimester. Expect to see the likes of articles, prose poems, essays of many kinds, short stories, and writing that's hard to categorize. Expect writing in several styles, from varied perspectives, and on an array of subjects. Together we will develop the tools to analyze what makes these compositions effective and discuss how to apply their methods to your own writing. Some of that will be technical (the nitty-gritty of grammar, structure, vocabulary, rhetorical devices), and some will be about developing your ear and finding your voice.
Speaking of writing: this is a generative workshop. You will be writing often and sharing your work with your classmates. Everyone will edit and comment constructively on each other's work. You will revise your work until you have 5 pieces (in different styles/genres) ready for a final portfolio.
Speaking of workshop: Much of this class relies on your participation. Participation means coming prepared and on time, bringing relevant texts, completing assignments by their due dates and engaging in discussion. Ask questions. Listen thoughtfully. Be generous. Approach both published work and your classmates' work with an open mind.
The how of writing is the big deal here: the what you write is flexible. Teach your classmates and me about something new. Make us care about a subject that moves you. Argue, research, respond, create. Together we'll write into the void, the unknown: it's where the best stuff comes from.
TOPICS IN LITERATURE: Wilderness
Michael Fox
In this yearlong course, we will explore various topics that have inspired writers of fiction, non-fiction and poetry. The first trimester focuses on the idea of wilderness and the place of human beings in the natural world. We will start by reading works by foundational nature writers like John Muir, Jack London and Henry David Thoreau, who celebrated the rugged beauty of the American landscape. Their work inspired people to seek adventure and spiritual transformation in nature. We'll read Jon Krakauer's Into the Wild, the true story of an idealistic young man who takes up these writers' ideas and tests himself in the Alaskan wilderness. We will read and discuss selections of poetry that deal with the idea of wilderness, including the work of the Cape Cod poet Mary Oliver. We'll end the trimester with Charles Portis's True Grit. This exciting novel is set in the Old West and tells the story of Mattie Ross, a tough-as-nails teenage girl who rides into the wilderness seeking revenge for her slain father. To earn credit in the course, students need to complete all reading comprehension and analysis sheets, pass vocabulary and reading quizzes, participate in discussion and complete all essays with revisions.
CURRENT AFFAIRS
Phil Goldman
"May you live in interesting times."
Ancient, Ironic and Apocryphal Chinese Curse
We are indeed living in interesting times. Some would say too interesting! There are huge transformations going on in the world. Every day sees changes in domestic politics, foreign affairs, economics and certainly technology. So what is happening and why? What are the ramifications and consequences? What will happen next? Is it impossible to tell? Mostly, it is, but if we know what is going on now, we can make a much better guess as to where it all is heading.
With that in mind, in this class, we will read the news, discuss the news and write about the news. We will develop informed opinions and debate our views. We will know what indeed is happening and develop our critical thinking skills along the way along with all of the English skills needed for the competency exam.
In order to earn credit, students must be on time, complete all class work and homework (on time), participate in all discussions and group work, and compete in The Grammar Games!
FUNDAMENTALS OF ENGLISH
Amy Tomasi
This class meets after school and provides English instruction to students who are not native speakers of English. It will provide preparation for the TOEFL exam and help with vocabulary and work in other classes. Students recommended for the class must take it as well as an English class each trimester to maximize their growth in English skills. This class is by invitation only and for elective credit.
HISTORY
The following two classes are available for U.S. history credit. Students should take U.S. history by their junior years at the latest and earlier if possible. It is best to take these sequences in chronological order.
DESIGNING AMERICA I: A More Perfect Union
Erin Victoria Egan
In the first trimester of this yearlong history course, students will explore the formative period of U.S. History. Students will examine the events that led to the establishment of our nation and unique American Culture. Some of the subjects that we will study this trimester include the clash between native peoples and European explorers and colonists, the use of slavery in the development of the colonies, the cost of rebellion and the birth of our constitutional government. Time will be set aside to discuss current events and how they reflect the origins of our government and the Constitution. We will also explore the question of how we know what we know by looking at primary documents and accounts. We will watch excerpts from 500 Nations, Africans in America and Liberty. In order to earn credit for this course, students should be prepared to complete reading and written assignments, participate in class discussions and debates and complete the mid-term and final exams.
Students may elect to take this class for Honors credit. Honors candidates will do additional readings of a more historiographic nature and research and present an oral report on a relevant topic of their choosing. If you are interested, sign up for Designing America Honors when enrolling. You cannot switch into it after the first week of the trimester. Earning honors will improve your evaluations and transcript as well as your knowledge of U.S. history.
AMERICAN AFFAIRS I: Created Equal?
Maryann Ullmann
Students taking this class will become active historians. A historian is not one who memorizes irrelevant facts but rather one who researches, questions, debates and analyzes. The class will address crucial turning points in American history using both firsthand accounts by people who were there and later analyses by historians who studied them. After reading about these events, we will write and debate about them, always considering the forum - executive, legislative or judicial - that made these decisions. A constant focus will be on understanding how our government makes decisions.
This trimester, we'll consider whose land ours was (and should be), the nature of the equality promised in the Declaration of Independence and the Revolutionary War, and the compromises and rights that make up the Constitution, which is the framework of our government. This trimester will take the story of our nation up to about 1798. This class will not only help you become an active historian, but it is a great class for those of you concerned about the essay, punctuation, reading comprehension and the U.S. History sections of the competency exam because we'll be working on those skills. Students will read an article, answer questions, join a class discussion, take careful notes and write and revise an essay. We will watch excerpts from the video series 500 Nations (about Native American history), Africans in America and Liberty and read selections from assorted texts. We'll identify historic patterns and examine the seeds of our modern society from its pre-colonial and colonial foundations.
Elective History Credit
BRITISH LITERATURE IV: The Victorian Dark Side
Cary Honig
See description in the English section. Workload for history credit is slightly lighter if you let me know ahead of time.
AMERICAN LITERATURE: The American West
Michael Fox
See English section for complete description.
SHAKESPEARE'S HISTORY IV
Erin Victoria Egan
The plays of William Shakespeare are as popular today as they were in the 16 th Century. Shakespeare himself continues to be the subject of heated debate and modern cinematic splendor. Audiences continue to be mesmerized by his wit and compelling stories. This course will explore the Golden Age of Elizabethan England as well as Shakespeare's life to learn how these plays came together and what they mean for us today. This year we will concentrate on the plays about Ancient Rome and the Renaissance. We will start with two plays about two formative periods of Roman History: the beginning and the end of the Republic. We will read Coriolanus and Julius Caesar this trimester. Both plays center on powerful generals with many personal problems and a zest for accolades. We will explore the influence these men have on their times and how they affect Roman power and politics. We will also see how these plays reflect changes in the government of England and Shakespeare's views on war, politics and the power of the military. We will read these plays aloud and discuss the action and the meaning as it reflects not only the Elizabethan outlook but also our own. Students should be prepared to maintain a notebook for the play and their notes, complete reading and written assignments, including some research, and actively participate in reading and discussing the plays if they wish to earn credit for this course. This will also be available for English credit, so expect grammar sheets and significant writing.
THE TUDORS
Erin Victoria Egan
In movies and tv shows, the Tudors are a popular subject: too bad these productions are often wrong as far as the history, clothing and sets. This course (and the following two courses on the Regency and Victorian Eras in England) offers you the opportunity to correct that failing. This is an advanced course that will combine the study of English history with a huge dollop of costume, interior design and architecture. We will study Tudors from all walks of life: Where did they live? How did they live? What did they eat and wear? How did they celebrate holidays? We will also spend time discussing and understanding the in-fighting that happened politically and in terms of religion: all of the information that will prepare you to understand the era fully and recognize the mistakes. These classes will help you deeply understand not only the history but will serve to help understand other materials based on the era as well. Everyone will be responsible for maintaining a notebook, participate in class discussions and complete research and artistic projects for credit in this course. You will be expected to be an active member of the class!
TRIALS I: The Bill of Rights
Cary Honig
See description in the English section. This class may be taken for either English or history elective credit.
CIVICS & COMMUNICATIONS
Maryann Ullmann
See description in the English section. This class may be taken for either English or history elective credit.
PSYCHOLOGY
Siobhan Ritchie-Cute
See Science section for complete description. This class may be taken for either science or social studies elective credit.
THE HISTORY OF STORY
Phil Goldman
Where do stories come from? How did they first originate? How did they develop? Did they begin with stories of the hunt, or was it all gossip? How are stories used to bind different cultures and religions? How do stories teach us who we are? Why do we remember stories moe easily than cold hard facts? Why do we enjoy stories? Stories have been, and continue to be, a huge part of our lives no matter what technological changes come our way from griots and storytellers around the campfire to stories written on parchment, papyrus and paper through movies, radio and television, computer screens, iPads and phones. Even games use stories, and right now programmers are hard at work making virtual reality a new and satisfying storytelling medium. In this class, we will study, and tell, stories of creation, myths and epics from eons past, how they developed and what they mean to us both individually and to all humanity. That's not all: we will develop and share our own stories both created and true (and maybe a combination thereof).
In order to earn credit, students must complete all class work and homework (on time) and participate in all discussions and performance exercises. Important: At the end of the trimester, there will be a showcase in which students will perform a story of their choice for family, friends and classmates. This is mandatory for credit.
THE CRADLE OF WESTERN CIVILIZATION
Erin Victoria Egan
This course is the first in a yearlong exploration of Western Civilization. We will begin by exploring the development of the ancient societies of Egypt, Palestine, Greece and Rome. Our time span will encompass the achievements of ancient Egypt, the development of democracy in Greece and the foundation of Roman law and Christianity as links to further study. Emphasis will be placed on the contributions these societies made to the overall development of western culture, politics, religion and philosophy. We will pay particular attention to daily life and how the people fared during times of famine, drought and flood, war and revenge from the Gods. We will examine the influences of geography and trade in the Mediterranean on spreading ideas and culture throughout the ancient world. We will also spend time at the end of the trimester looking at the life of Jesus and the growth and spread of Christianity as a means of moving into the Middle Ages. A variety of source materials including maps, battle plans, first person accounts and video presentations on urban planning, art and architecture will be used this trimester. This course requires that each student maintain a notebook, complete written and reading assignments, create art and be actively engaged in debates and discussions if credit is to be achieved. This is a great introduction to high school history.
MATH
CALCULUS
Stephen J. Martin
First, functions will be reviewed. Then, the concept of limit will be investigated. The concept of rate of change of a function will be introduced, leading to the definition of the derivative of a function. Rules of differentiation will be proven: the power rule and the addition rule will be derived. Derivatives of products and quotients will be found. The second derivative will be defined and applied. The chain rule will be used to calculate derivatives of composite functions. Implicit differentiation will be used in dealing with relations. The relationship between rates of change of related functions will be investigated. The first derivative test will be used to determine maxima and minima of functions. Concavity will be related to the second derivative: the second derivative test will be used to determine maxima and minima. Optimization problems will be studied. Differentials will be explored.
Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations as well as good attendance. Students must own a scientific calculator and bring it to class each day.
Calculus is offered to students who have successfully completed Pre-Calculus.
PRE-CALCULUS
Stephen J. Martin
In the fall trimester, in our desire to know all the angles, we will study trigonometry. There will be a review of geometry in the plane: the relationships of angles, lengths and areas will be investigated. The sine, cosine and tangent functions will be defined. The important theorems and laws will be explored, such as the Pythagorean Theorem, the Law of Sines and the Law of Cosines. The trigonometric functions and the relevant laws of trigonometry will be used to solve problems involving triangles (both ideal and idealized) that are found in various mathematical and scientific disciplines. 3-dimensional objects will be studied if time permits.
There will be a review of exponents, factoring, rational expressions and inequalities. General functions will be studied: graphs and inverse functions will be analyzed. Polynomial functions and rational functions will be investigated: complex numbers and zeros of polynomial functions will be explored. Exponential and logarithmic functions will be studied.
Credit will be earned through the satisfactory completion of all in-class and homework assignments, quizzes and examinations as well as good attendance. Students must own a scientific calculator and bring it to class each day.
This upper level math course is offered to students who have successfully completed the standard math sequence, including Advanced Algebra.
ADVANCED ALGEBRA
Pam Stokinger, Megan Roppolo
Do you hate word problems? Do equations and graphs look like hieroglyphs? Embrace your fears, and explore the world of algebra!
This trimester in Advanced Algebra, the algebra of linear systems will be explored. Linear systems will be modeled on graphs and in equations. Word problems involving linear equations will be investigated. Systems of equations (some with fractions or decimals as coefficients) will be solved by graphing, addition and substitution. Word problems will be solved by using systems of equations. Students will also be exposed to three-variable systems.
Credit will be earned by successful completion of in-class and homework assignments, quizzes and examinations as well as good attendance.
Prerequisites: Students should have completed both Geometry and Intermediate Algebra (Algebra I) or have consent of department chair. Students must own a scientific calculator and bring it to class each day.
GEOMETRY
Pam Stokinger
Explorers needed to know where they had been and needed to determine accurately where they were going. Geometry, or the measurement of the earth, grew out of their interests and also those of landowners who wished to determine the boundaries of their properties. Artists, architects, builders, inventors, engineers, surveyors and planners all use geometry in their work. Geometry is the result of mankind's attempts to understand space, shape and dimensions. We will spend the year studying geometry's practical and theoretical facets.
During trimester one, we will become familiar with the vocabulary of geometry, formulating our own definitions and discovering generalizations through investigation. Many of the geometric investigations will be carried out in small cooperative groups in which students jointly plan and find solutions with other students. Students will derive formulas for regular quadrilaterals and triangles, convert linear and square measurements and learn the vocabulary of polygons, points, lines and planes. We will discern patterns and use inferential thinking. Students will become proficient with a compass and straight edge and will be able to create classical constructions including bisecting angles, drawing congruent angles, creating perpendicular and parallel lines as well as creating works of art. We will go over SAT and PSAT review questions for seniors and juniors as well as other interested students.
Assessment will be based on timely completion of homework, frequent short quizzes, occasional tests, participation in class and attendance. A project, such as the creation of a polygon book, may be assigned. All areas will be considered when assigning credit.
INTERMEDIATE ALGEBRA
Pam Stokinger
Do you tremble at the thought of word problems? Do you bury your head in your hands when confronted with fractions? Never fear! We will work together to solidify and increase your understanding of algebra. In the fall trimester, there will be a review of the laws of algebra. The students will be reacquainted with the properties of addition, subtraction, multiplication and division (including the distributive law). Expressions will be simplified using the order of operations.
As preparation for solving equations, addition and subtraction of like terms will be reviewed. The solution of linear equations in one variable will be studied, including the special cases resulting in no solution or an infinity of solutions. The equations will be solved for whole-number coefficients, decimal coefficients and fractional coefficients. Word problems will be posed in which one must solve a linear equation in one variable: the unknowns will be given in terms of one variable.
Credit will be earned by successful completion of assignments, quizzes and tests as well as by good attendance.
BEGINNING ALGEBRA: Equations
Raveena Medeiros
This course is for those of you who need to start algebra slowly and review basic math along the way. It should feel 'fun' and not overwhelming! We will play around with order of operations and equations: both one and two steps. As we do this, we will discover some of those properties that make math work and will also make sure we have a good understanding of real numbers such as negative numbers, fractions, decimals and percents. In order to have fun with math, we need a few essentials. We will start to fill in any gaps that you have so that you have a strong base for continuing in your study of Algebra. As we work, we will be using real life problems and may be coming up with some of our own!
To be successful in this class, you'll need to be doing homework regularly. I'll expect you to take responsibility and come for help with homework after school or during lunch if it still seems confusing when class is over. The math teachers are committed to supporting students who are willing to work with us to solidify their understanding. If you focus in class and take good notes, ask questions and bravely volunteer answers, you should be well prepared to earn credit in this class.
Course credit will be earned for satisfactory completion of in-class and homework assignments, attendance, quizzes and tests.
SURVIVAL MATH
Raveena Medeiros
This class is most appropriate for seniors challenged by the math covered on the Math Competency Exam despite having credit for algebra courses.
One goal for this class will be successful completion of this exam, which is a graduation requirement. We will review the math needed for each section and work on practice exercises. After each taking of the Math Comp, we will perform analysis of each student's exam to assess which mistakes were made. Goals and a study plan will be agreed upon for the next attempt.
A second goal is for you is to acquire a broader range of skills than is tested on the Competency Exam, including learning more about banking and how to establish and manage credit wisely, filling out tax forms and understanding social security and withholding tax and simple economic principles.
Credit will be based on attendance, completion of both in-class and homework assignments and regular serious effort on the Friday exams. Students should bring the calculator they plan to use on the Comp. with them to every class.
ESSENTIAL MATH
Pam Stokinger
Students recommended for this class will learn all there is to know for our Math Competency Exam and will be thoroughly prepared to begin Algebra next year.
Topics will include working with fractions, decimals, percents and integers and converting between them, understanding proportional reasoning as you might find in recipes or map reading and making and interpreting charts and graphs dealing with everyday news and statistics. We'll spend time deciphering the 'language' of word problems, which is the key to setting up an equation correctly. There will be projects in an area that interests you each trimester.
This class will be small, with an opportunity to move up to Intermediate Algebra within a few weeks if you demonstrate stronger skills and an excellent work ethic.
Credit will be based on attendance and effort both on homework and in-class assignments. We expect to form a mutually kind and supportive community where every question is worthwhile and each learner builds her/his confidence and math skills.
SCIENCE
CONCEPTS OF CHEMISTRY
Megan Roppolo
Whether we have thought about it or not, chemistry is integral to our lives. It is often described as a central science because it touches all other sciences. Knowledge of chemistry helps us understand the many questions we face in our world: Are genetically modified foods safe? What's happening to our climate? What should our primary energy sources be? How can we provide safe drinking water to everyone?
This course is intended to help you realize the important role that chemistry will play in your personal and, possibly, professional lives. You will learn to use the principles of chemistry to think more intelligently about current issues you may encounter involving science and technology and develop a lifelong awareness of the potential and the limitations of science and technology. Some topics to be studied include chemistry laboratory skills, the classification and structure of matter, chemical reactions, physical chemistry, acid-base chemistry and organic chemistry. Critical thinking (the ability to carry out systematic thought processes in making decisions and solving problems), inquiry (solving problems through scientific investigation) and science ethics are stressed in this class.
In this first trimester, we will start with the basics: physical and chemical properties of matter, elements and their properties and everything you wanted to know about the atom and then some. Course credit will be awarded upon satisfactory completion of assignments/homework, labs, knowledge assessments (quizzes, tests and projects), attendance and participation. You must have credit for at least two years of high school science and be recommended for it to enroll in this class. Please see Laurie if you feel you are an exception!
PHYSICS
Stephen J. Martin
The laws of physics constitute a "User's Guide" to the universe. Physics helps us to understand all phenomena, whether on earth or in space. It explains the motion of planets in the solar system, the motion of electrons in atoms and the motion of cars on a roller coaster. We will learn from Galileo, Newton, Einstein, von Braun and many others.
In the fall trimester, mechanics, the science of mass, force and motion will be explored. Motion will be studied in one dimension: velocity and acceleration will be analyzed. Two-dimensional motion will be studied: vectors will be introduced. Newton's Laws are the foundation of mechanics and all classical physics. The statics of rigid bodies will be studied: the force and torque vectors must each sum to zero. The linear motion of rigid bodies will be studied from the point of view of "dynamics," using the concepts of velocity, acceleration and force. Motion will also be studied from the point of view of "energy," using the concepts of work, kinetic energy and potential energy. Collisions will be analyzed using the conservation of linear momentum. In uniform circular motion, the body is subjected to centripetal force. The angular motion of rigid bodies will be investigated using the concepts of angular velocity, angular acceleration, torque and angular momentum. Finally, fluid mechanics will be studied for liquids and gases.
This course has a laboratory component. The experiments will utilize instruments that will measure time and other quantities with precision. Lab reports will adhere to standards of clarity, accuracy and precision. Course credit is earned through the satisfactory completion of in-class and homework assignments, lab reports, quizzes and examinations, as well as good attendance.
Prerequisites: Completion of 2 years of high school science and Advanced Algebra (or Adv. Alg. Concurrently) and ownership of a scientific calculator.
BIOLOGY A: Small Worlds
Laurie Spry
Living things are made of tiny units called cells. How can a one-celled creature possibly protect itself and find food? Can cells talk to each other, and what is quorum sensing? How do we think the first cell evolved? Central to all of this is DNA, the blueprint for all life. Learning about these topics helps us make good decisions about our lifestyles: Does the soap I use affect which antibiotic my doctor will prescribe if I get sick? 'Editing' the genes of unborn babies is becoming a real possibility, and we could genetically modify mosquitoes to wipe them off our planet. Do you understand enough to have an opinion about these practices?
This first trimester we'll examine the 'small worlds' inside of cells, including labs using yeast and bacteria. You'll be using microscopes, learning sterile technique, designing an experiment to explore how antibiotics work, maintaining a notebook and keeping up with homework. To explore the ethics of gene patents, you will have the option to read and discuss The Immortal Life of Henrietta Lacks to earn 'Plus' (Honors) credit.
Students earning credit will maintain neat, well organized notebooks, come to class on time prepared to learn, study for and pass quizzes and do homework regularly. To enroll in Biology, you should have credit for one year of science or be recommended for it by Laurie (Department Coordinator).
PSYCHOLOGY I
Siobhan Ritchie Cute
"Love and work are the cornerstones of our humanness." Sigmund Freud
What makes us human? What defines healthy...stable...normal? Why do we do what we do? For more than 100 years, psychologists have been attempting answers to these questions through controlled experiments and analysis of data. Since the beginning of time, however, we humans have been attempting the same through basic observation and thought. Why did he do that? Why didn't she do that? Why do I feel this way? How can I change? The answers are elusive. Experts even disagree about how to approach answering the questions.
In this introductory course, we will examine the foundations of the very broad and diverse discipline of psychology. We will examine the groundwork for a field devoted to the study of the mind laid by philosophers and biologists. Students will gain familiarity with important pioneers in the field, including Freud, Skinner, Piaget and others. We will determine the relevance that their works have today. We will talk about the role psychology plays in our everyday lives. Students will earn credit by completing reading assignments outside of class, participating in discussions and demonstrating knowledge and commitment through quizzes and project work. While this class is not a lab science, it may be used to fulfill the third year of science or social studies graduation requirement or for elective credit.
SCIENCE FOUNDATIONS: Forensics with Lab I
Laurie Spry
Everyone loves mysteries! If you watch CSI, you're already familiar with how science can be used to recreate scenes, track down suspects and piece together evidence to catch criminals. Many of the sametechniques are relevant in solving crimes against wildlife.
This trimester you'll be introduced to most of the equipment common to all biology labs. You'll learn to make wet and dry microscope mounts, become more comfortable with the metric system and learn the names of all the tools and glassware we use. Our first unit will cover the stories revealed by bones and skulls. There's usually something interesting in the news as well, so keep your eye out for current mysteries!
You'll need to keep a complete binder of notes and handouts, maintain a lab journal, complete homework regularly, pass a lab safety test and find your way down there on time to earn credit in this class. Students work in teams, but each student is responsible for his/her own binder and lab journal. Forensics is especially suited to freshmen but could also fulfill a lab credit for students not headed off to MIT. Check with Laurie ifyou're not sure you should take it.
COMPUTER SCIENCE I
Claude Arnell Milhouse, Reece Franklin
This is an amazing time to learn the fundamentals of computer science. Computer Science I covers several realms of technology including Programming I, Video Game Programming, Raspberry Pi, Rocketry and Robotics. In Programing I, we explore the realms of logic, problem solving, variables, functions, decision trees, algorithms and computational thinking. In Video Game Programming, we will utilize a JavaScript physics simulation engine and apply our coding skills to design a custom-made angry-birdie style video game. The Raspberry Pi is the world's most used micro-computer, which has put the maker-movement into the spotlight. You will learn how to work with circuits and sensors to create motion detectors that auto-magically unlock doors and turn on lights. The tiny Raspberry Pi can even be used to create futuristic clothing that reacts to the wearer's environment. Rocketry and Aeronautics will explore the laws of Newtonian Physics as they apply to rocketry design and flight. You will build real rockets and launch them thousands of feet into the atmosphere.
Computer Science I does not have any prerequisites. This is an elective science credit. Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations as well as good attendance. Students do not need any hardware or supplies for this course.
SPANISH
Why is it important to learn a second language? In a globalized world, we do business with people who speak different languages. For that reason employers are always looking for people who can speak more than one language. A second language will open the doors to work in different countries as well, and it's very useful when you are travelling for pleasure. It will also benefit you socially as you will be able to interact with people who don't speak English, and this can culturally enrich you. Furthermore, many scientific studies have demonstrated that speaking more than one language generates more brain activity, and this can delay different diseases such as dementia and symptoms or Alzheimer's. Once you have the skill, it will never go away, and you will enjoy all the benefits for the rest of your life!
Why Spanish? This is the question of most students when they find themselves with the opportunity or the obligation to take a Spanish class.
For most Americans, Hispanics are strangers who bring spicy food and colorful costumes to their "already defined" American culture, girls with shapely bodies and "macho" workers who like to listen to loud dance music and smile at women. According to the US Census Bureau, the estimated Hispanic population of the United States as of July 1st, 2003 is of 39.9 million. This makes people of Hispanic origin the nation's largest race or ethnic minority. Hispanics constitute 13.7 percent of the nation's total population. This estimate does not include the 3.9 million residents of Puerto Rico, who, of course, speak Spanish. According to the same Census, the projected Hispanic population of the United States as of July 1, 2050 is 102.6 million. Hispanics will constitute 24 percent of the nation's total population on that date. This means that when you start your professional life, if you do not know some Spanish, you might be in trouble.
What is the Spanish language? Do you have any idea of the socio-linguistic relations that come together in the Spanish language? Did you know that the words "astra" in Latin, "estrella" in Spanish and "star" in English, even when they mean the same thing, can each convey a different feeling? Would you like to know the relationship of the Spanish language with your own language? Would you like to try to be in the shoes of someone who is learning a different language? Would you like to know the language of Cervantes?
We are going to work and work seriously: seriamente. To learn a language requires a method, and we are going to be very strict with ours. Through our process of language study, we are going to get to know some of the most important artists, writers, musicians, politicians and philosophers of Hispanic culture. We are going to learn about real life in the Hispanic countries. We are going to talk, listen, write, read and try to put ourselves closer to the Hispanic way of living and thinking.
All you need to bring is yourself: your openness and your willingness to learn. You don't need to bring your fear of making mistakes. All of us make mistakes when we are learning, and the more we err, the more we learn. We are all going to be travelers in the adventure of a new language…¡Bienvenido!
Important Note: Please do not sign up for Spanish if you are not willing to do your homework carefully and on time on a consistent basis. You cannot earn credit in Spanish or learn Spanish without doing this, and as Spanish is not required to graduate, you should only take it if you are willing to make this commitment. While many colleges require you to take three years of foreign language, a no credit in Spanish will not help you get into these colleges.
Español 1
Margarita Martinez Gutierrez
¡Bienvenidos a la clase de español! Welcome to the world of Spanish! Students who are completely new to Spanish are welcome in this course, as well as those who have only had a brief introduction to the Spanish language. The first year of second language instruction is about learning to be comfortable letting go of the reality in which objects have one name. Tree becomes årbol, house is also casa, and to live is vivir. In this yearlong introductory course, plan to make room in your brain for different vocabulary words, grammatical structures and of course some canciones.
We will try to understand why and how computer translators will often lead you astray as language is about communication, and communication is about people. Spanish 1 students will learn how to introduce themselves and share basic personal information; we will practice the conversations that allow you to 'make a friend' in Spanish. Expect to cover the following grammatical concepts: likes/dislikes, asking questions, forming negatives, present tense of ser/estar, regular -ar,-er, and -ir verbs, and some irregular verbs.
In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom. Don't be surprised if and when your teacher speaks to you only in Spanish: with open ears and minds, we will both understand each other and grow our abilities to communicate.
Español 2
Siobhan Ritchie Cute
¡Hola! ¿Cómo estás? This course will continue to reinforce the conversational skills of the students as well as develop more advanced reading and grammar skills. We will review previous grammatical concepts. At the end of this trimester, you will be able to describe topics such as family relationships, feelings, polite commands and comparisons. Cultural elements of the Hispanic world will be incorporated to gain a better understanding of the target language. In order to earn credit in this class, you need to demonstrate an adequate proficiency in Spanish. Therefore, you must study to pass your tests. Class participation is a vital part of your language learning experience. Making an effort will not only be reflected on your evaluation but also will make the class more fun. Remember: homework will support and reinforce what we do in class. Late homework on a regular basis will have a negative impact on your evaluation. Attendance is crucial because a great portion of the learning will occur during class activities.
Español 3
Siobhan Ritchie Cute
Bienvenido al mundo del espanol avanzado...welcome to the world of advanced Spanish! Students who have either completed 2 years of high school Spanish or (through native speaking ability or extensive study) who have arrived at a firm foundation in the language are welcome in this course. Students should enter Spanish 3 with secure knowledge of the present, present progressive, preterite and imperfect tenses; reflexive, indirect object and direct object pronouns; and cognates as well as commonly used vocabulary and expressions. The third year of Spanish language instruction is about finally building a structure on the foundation that has been carved out and made solid during the first two years. The skeleton frame that consists of verb conjugations, tense familiarity, and vocabulary will soon be filled in with walls and a roof: your conversation will flow (maybe not smoothly, but it will move). Spanish 3 students will be exposed to long periods of immersion in the target language: sometimes entire class periods. We will watch film and video in Spanish, honing our listening skills. We will create and practice conversations that go beyond the tourist activities of finding a restaurant and ordering food. We will read and discuss topics of interest and depth including literature, poetry, newspaper articles and more.
Expect to cover the following grammatical concepts: commands and the imperative mode, the subjunctive mode, the future and conditional tenses and idiomatic expressions. Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos. Spanish 3 students are expected to complete written assignments that are 1-2 pages in length. In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom. Bring your honest selves to the classroom and the conversations; conversing in a new language can be challenging but fun.
Español Avanzado 4-5
Siobhan Ritchie Cute
A seguir: let's keep going! Students who have either completed 3 years of high school Spanish or (through native speaking ability or through extensive study) arrived at an advanced level of language proficiency are welcome in this course. Students should enter the course with secure knowledge of all verb tenses in the indicative mode, as well as present subjunctive, and a broad vocabulary. Advanced Spanish is conducted entirely in Spanish. We will read and discuss literature, poetry and newspaper articles. We will practice various forms of writing: opinion writing, reviews, dialogues, and creative pieces. For students interested in pursuing college level language study, we will review different forms of assessment, including multiple choice and free response formats. Students should be able to hold lengthy conversations on different topics entirely in Spanish. Expect to cover the following grammatical concepts: past subjunctive, compound tenses in the indicative and subjunctive modes, idiomatic expressions, nuances in meaning involving ser/estar, por/para, preterite/imperfect, and indicative/subjunctive. Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos. Spanish 4/5 students are expected to complete writing assignments that are 2-4 pages in length. In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments, and do your best to learn your own role in our collaborative and creative classroom. Serious and studious attention paid during this yearlong course may help students to achieve near-fluency in a second language: a true gift!
OTHER LANGUAGES
While it is not possible for School One to offer other languages during school, School One students may take other languages for credit outside of school. The class/tutor must be appropriately qualified, willing to write a School One evaluation and approved beforehand by the Assistant Head. Outside classes or tutoring for language credit require at least twenty-five hours of meeting time with additional homework per trimester. Please contact the Assistant Head with any questions about this beforehand.
LANGUAGE AND COLLEGE
Most four-year colleges require either two or three (and certainly prefer three or more) years of language for admission, although many are willing to waive this for students with disabilities that affect the student's ability to learn a language. Note that the requirements colleges post are minimums: a student who does more than the requirement (in any subject) is more likely to get accepted at most colleges. Students are encouraged to meet these requirements before senior year.
VISUAL ARTS
ART MATTERS
Shannon VanGyzen
Art Matters is a class where you will get to experiment with different art materials and learn different techniques. Projects will be mostly with two-dimensional art, and we will also include three-dimensional work. While studying fine art, design, crafts and art history, students will develop an appreciation for art both within the classroom and within everyday experiences. The class will include critiques and will have a portfolio review for the mid-term and finals weeks.
ART PORTFOLIO
Kristen Jones
This class will develop a collection of work exhibiting a concentration on subject and style. We will regularly be reviewing different artists in art history as well as contemporary artists to gain ideas and inspiration. After brainstorming and research, students will plan and create pieces that have a specific area of investigation within a conceptual idea. Students will explore their idea by experimenting with drawing, painting, sculpture, photography and/or digital art medias. Homework will include weekly blog postings that will include researching artists, designers, media and the subject content for each student's concentration. Weekly blog posts are required to earn credit, and each student will need to produce at least five completed pieces that clearly show a sustained investigation into their topics. Students will also be required to be active participants in critiques and clean up.
BEHIND THE SCENES
Nick Mazonowicz
Have you ever wondered what makes some movies so cool? This trimester we will be concentrating on how movies are made, examining some famous scenes and learning what went into making each one. We will cover how to use camera angles, editing, and green screen technology to create various visual effects for films. Students will be working in both group situations as well as independently, making multiple projects throughout the course.
DIGITAL MEDIA
Kristen Jones
This class will include learning techniques in digital photography, web design and optimization, online presentation, app design and exploring ideas for both digital and print media. We will learn skills in effective visual communication by considering the principles of design and using digital media and some hand made work. We will also address issues for responsible digital citizenship. Students in this class will be involved in working as the yearbook staff to produce both a digital and print yearbook. Students will be required to give in-class presentations and to keep up with all assignments. The class will also include a variety of weekly homework assignments that will be required to earn credit. Students are encouraged to use their own digital cameras, but if they do not have one available, they can borrow and sign out cameras to use for assignments as long as they return them.
ILLUSTRATION
Miles Cook
This class teaches basic illustration concepts, focusing on skills and concepts of comics, cartooning and visual storytelling, as well as classical illustration. Students will learn about the world of commercial art, exploring editorial illustration and visual story exercises early on, and then move on to longer comics assignments. A variety of basic skills and processes such as thumbnailing, storyboarding, character design, story structure, penciling, inking, digital-painting and basic zine-style and web self-publishing will be covered through in-class and at-home assignments. Students will be required to keep a sketchbook for developing ideas and completing homework assignments and will study examples from all over the world. This class aims to start students on the path towards being able to tell their own stories, and those of others, in a visual medium.
JEWELRY
Joni Johnson
Humankind has crafted necklaces, bracelets, rings and other forms of body adornment since ancient times. This class will introduce students to the design, thinking and technical skills used to create one-of-a-kind pieces of jewelry. Students will learn traditional metalworking skills and how to use tools properly and safely. Beginning with fundamental skills, they will work up to more advanced techniques like soldering and texturing. There will be an emphasis on developing good craftsmanship. Simple exercises will help inspire original creative concepts. Students can then refine and develop these ideas into finished jewelry pieces. Final projects will be presented in front of the class with a discussion of the concept and its challenges. Fellow students are invited to offer suggestions and observations in a considerate manner as a way to develop a design dialogue and critical thinking. Students will be expected to do research and create samples in class based on each demonstration covered at the beginning of class. They will then create concept sketches and models as support to development of finished pieces. Students must complete all homework that supports in class assignments. To earn credit, students must complete a minimum of three finished unique jewelry pieces based on assignments. They may not be copies of others' work. In addition to jewelry making skills, this class will help students find their unique creative "voices" and teach conceptual skills that may extend beyond the classroom.
SAY IT WITH CLAY! Hand Building Ceramics
Deb DeMarco
This ceramics class is for experienced clay workers and newcomers. We will apply basic hand building skills (pinching, coiling, slab building) to projects culled from personal interests and ideas. We will consider form versus function. Students may select traditional pottery or sculpture for their individual works. Students will use the kiln to fire and glaze with attention to application and chemistry. Various surface treatments may be employed, such as adding texture, sgraffito, mishima and relief. Students may want to focus on print-on-clay techniques, Majolica or Egyptian Paste. We will create pieces that speak to who we are. Please bring a sketchbook to first class.
3D STUDIO
Kristen Jones
This class will focus on creating informed solutions to 3D design problems using additive, subtractive and fabrication processes to deepen an understanding of 3D design principles. We will use a variety of media in class, and students will be asked to look around their world to consider materials that could be used in their sculptural work. Weekly blog assignments are required for credit. Students need to be willing to experiment with ideas and materials, and they also need to be willing to get their hands dirty from time to time. The final project will involve a research project that students must present to the class.
2D ART
Cindy Petruccillo
2D Art class will explore art in drawing, painting, collage, digital photography, printmaking and any other two dimensional media. We will work with the principles and elements of art in each project. To prepare for projects, we will examine different periods of art and famous artists. Students will be expected to do sketching and planning for each project. Projects will include realistic representation, expressionism, abstraction and design categories.
ZINE
Miles Cook
In this class you will learn about the history of zines and DIY publishing and create several different types of zines. Minicomics, fanzines, political activism or manifestos, writing and poetry, the happenings of local music and art scenes: zines are how fans, subcultures, DIY artists, and underground movements have published their work going back to the invention of the printing press and are still part of a thriving small press and DIY publishing scene both online and in print.
You will learn how to design a book, prep it for reproduction with or without a computer, get copies printed on the cheap using photocopiers or online printing services and assemble them yourself with a little bit of bookmaking craft. You can also expect to do some drawing, basic graphic design and creative writing when making the actual content of the zines themselves. Anyone can publish a zine, and this class will give you the tools you need to get started in the world of DIY self-publishing.
COMBINED VISUAL AND PERFORMING ARTS
DRAWING OUR STORIES
Eve Kerrigan, Monica Shinn
Drawing Our Stories is an intergenerational, interdisciplinary arts program bringing together older adults and high school students to explore storytelling and narrative in both the written and visual arts. In a unique take on memoir, we will learn to relate our histories through the written word and through various visual media. We will examine the work of other artists who have worked in multi-media format and disrupt our traditional understanding of and approach to telling our stories. Students will engage in creative exercises and will work alone and in groups to gain new perspectives on sharing experiences. The class will also include the insight of guest artists and writers and visits to different creative spaces in the community.
PERFORMING ARTS
MUSIC WORKSHOP
Lon Plynton
We will practice talent enhancement while learning about scales, chords, rhythms, meters and music terminology, all the while playing some great tunes. We will listen to an array of musical styles and learn how to create and appreciate music from around the world. All interested in music in any facet are welcome here. We will immerse ourselves in the science and sociology of organized sound. You are encouraged to bring your musical talent and share with the class whether instrumentally or vocally or, like many students, by learning to play a new instrument.
ACTING FOR THE THEATER
John McKenna
The focus of this course is the training of the actor: using the physical instrument (body, voice, face) and deep concentration and commitment to inhabit imaginary circumstances, including character, and to then live truthfully in the moment. Through improvisation students learn to be fully present on stage, to connect with scene partners, to respond honestly and emotionally in-the-moment through the lens of a character. In this class, we will draw from several great acting and improv teachers, including Sanford Meisner and Viola Spolin. Students will rehearse and perform scripted material from outside sources and will develop original scripted material, which they will also rehearse and perform. Essential for earning credit in this class: students must have lines memorized by assigned dates and must use time outside of class for preparation and for partner/group rehearsal.
LONG-FORM IMPROV COMEDY
John McKenna
Although there are infinite variations in length, form and style in a typical long-form improv comedy set, an improv group or team takes the stage, requests a single suggestion from the audience (a word or phrase perhaps) and then performs unscripted, made-up-on-the-spot material -- often a series of scenes interconnected by theme, character, story or location -- for 25-40 minutes without pause. As with any art form, there is a vast set of learnable skills that can ultimately enable the artist to perform with effortlessness and grace. Some of the core principles in improv involve present-moment attention, active listening, true and honest emotional reaction, playfulness, development of physical and vocal range and "group mind." Logistics of long-form improv -- from initiations to tag-outs and wipe edits, from openers and "gets" to finding the "game of the scene" and ending on a "button" -will fill out the curriculum, giving students an essential toolkit for performance.
MUSIC PERFORMANCE
Lon Plynton
We will turn the class into a band rehearsal as we learn to play together while exploring a wide range of musical styles. You can bring in your own composition or your favorite song and perform it with the group. This will provide an opportunity for students to explore musical concepts through ensemble involvement and creation of a group performance. You must be beyond beginner stage before enrolling in this course and be willing to bring your instrument to class and participate in class performances.
HEALTH AND PHYSICAL EDUCATION
Note: All PE classes require active participation. There are many choices here, so you should pick one in which you can participate actively during the full period with no devices involved. Just showing up isn't enough to earn credit: students must be cooperative and active and may never choose to skip class when in school if they plan to earn credit.
Students needing Health this year should take it first or second trimesters, and students who need 2 Healths this year should take it both first and second trimesters as it is unlikely to be offered third trimester.
THE HEALTH CLASS
Erin Victoria Egan
The subject matter in health class will be wide-ranging and responsive to the interest of the class. Requirements for earning credit include punctual attendance, respectful participation and production of a short paper and oral presentation to the class. This class is recommended for freshmen and sophomores.
SEXUAL HEALTH AND WELLNESS
Brittany Huffman
This course, which is just for juniors and seniors, will focus on obtaining new knowledge and skills to help make healthy decisions when it comes to sexuality. Using an open and inclusive dialogue, we will talk about a large variety of topics that cover sexuality. Some of the topics we will cover will include anatomy, sexual identity, birth control methods, reproduction & pregnancy, STD/STIs, relationships and consent. These lessons will be interactive and will include group work, games, discussions, brainstorming and active participation.
BASKETBALL
Kathy Dias
If you think you can take it to the rack and slam it down or you just like the breeze as someone drives by you to the basket, this is the class for you. The S.O.B.A. is looking for non-talented to all-star players who want to swish, dish or just chuck up some air balls. No ball hogs or sulkers should apply; this class requires passing to all teammates and being chill when the shots aren't dropping. We will be walking quickly to the Nathan Bishop courts and back, so get ready to exercise in more ways than one. Full participation is required for credit. Bench warmers and phone users will not earn credit.
POUND!
Olga Gervasi
Instead of listening to music, you become the music in this exhilarating full-body workout that combines cardio, conditioning and strength training with yoga and pilates-inspired movements. Using Ripstix®, lightly weighted drumsticks engineered specifically for exercising, POUND transforms drumming into an incredibly effective way of working out.
Designed for all fitness levels, POUND® provides the perfect atmosphere for letting loose, getting energized, toning up and rockin' out! The workout is easily modifiable, and the alternative vibe and welcoming philosophy appeals to men and women of all ages and abilities. Olga is a certified Pound instructor and will expect participation in return for credit.
SOCCER
Miguelito and Messy
Unless you are planning to be the goalkeeper and have people kick the ball at you, this class requires a lot of running. You can avoid running around the pitch by making yourself a target, but a good keeper moves around too. If you are looking for a less than active P.E. experience, this isn't your class. On the bright side, you can take out your aggressions on the ball and sometimes on your classmates' shins. With the Women's World Cup approaching next summer, School One United has plenty of time to improve its skills. We will be walking quickly to the JCC field and back, so get ready to exercise in more ways than one. Full participation, regular attendance and willingness to run back on defense are requirements for credit. Acting like a soccer hooligan, wearing boots rather than athletic shoes and diving are prohibited and will be met with red cards as well as a loss of credit.
TAI CHI CHUAN: Strengthen your Body, Clear your Mind, Find your Chi
Phil Goldman
When the wise man points at the moon, the idiot looks at the finger. - Confucius
Do not be fooled by appearances. Tai Chi Chuan may look like nothing more than slow, relaxing movements, a method of moving meditation and health, but beneath the surface lies a vast, deep and ancient martial art. What most people do not know is that every movement in the Tai Chi form contains not only martial applications strikes, kicks, takedowns and joint locks - but techniques to build and circulate Chi (Life Energy).
This course will cover basic stances to establish your root, breathing exercises to calm and center your mind, and drills from the Tai Chi form to control your body and move your Chi. We will also cover two-person exercises ("Push Hands") to find and maintain your emotional and physical center in all kinds of situations and to exchange energy with another person. These exercises will be taught and practiced at all times in a completely safe and respectful manner. Make sure to wear loose comfortable clothing that will allow freedom of movement.
TENNIS, ANYONE?
Steve Martinalova, Kristen Jones Williams
Not only will this class feature some fine matches, but you will be treated to detailed physics insights into the merits of topspin and its relationship to gravity. Steve will teach you how to deploy Heisenberg's Uncertainty Principle in keeping your opponent off balance, and if you follow Der Martin's every word, you should be able to ensure that your opponent remains in love throughout the match.
WALKING
Erica Mitchell, Pam Stokinger
Please join us on Friday afternoons for a simple class in the fine art of walking. Students should be prepared with appropriate footwear, warm or cool clothing and a wonderful attitude. We will be walking rain or shine, warm or cold days and bad days or good days. This is a simple way to earn credit in gym because all that is required of you is to show up and participate in a simple hour and half walk. How hard can that be? Walking is open to students who have had it fewer than three trimesters in the past: variety is the spice of life!
RAINY DAY OPTIONS FOR OUTDOOR CLASSES
To minimize confusion, students taking outdoor PE classes (Basketball, Soccer, Tennis, Walking this trimester) will sign up for a Rainy Day option during registration. This will be the place where their attendance will be taken: they will not switch on given days. Failure to attend the appropriate Rainy Day Option will lead to loss of credit in PE for the trimester.
Cornhole and other gamesSidewalk's End Kathy
DanceMacLab
Siobhan
Drizzly Day WalkSidewalk's End Michael
(within inside alternative on really bad weather days)
Ping PongNucleus
Steve
YogaNo Exit
Maryann
Committees For Trimester One
Amnesty International
Maryann
Art Display
Kristen
College Planning (Seniors Only This Trimester)
Cary
Essential
Erin, Siobhan
Gardening
Laurie
Meditation/Test Anxiety Workshop
Phil
Organization
Erica, Steve
Poetry Out Loud
Michael
Portfolio/GBR Prep (Seniors Only This Trimester)
Lucy
PSAT/SAT Prep for current juniors
Pam
Most committees are now designed to aid student at various key School One life stages. While such aid is available at other times, students will be placed in committees when they haven't sought out this aid in other ways or need more of it. A few committees are more designed for enrichment and are available to students who don't need one of the "life stage" committees, and advisors will make these decisions.
All new students in whatever grade are in the Essential Committee for their first trimester to receive further orientation to the school through the Student Handbook.
Amnesty International: For students who care about international justice and who are willing to write letters to seek it.
College Planning is for seniors now and will be for juniors second trimester. It is for students who aren't clear about their options and aren't going to get much help after school or at home. All students (and parents) are welcome to get college help from Cary and their advisors during lunch and after school, but this is for those unlikely to take advantage of those other options. This tends to be more work as a group than one-on-one help and will likely feature a number of college visits this trimester.
Meditation: Phil will be leading meditation and teaching techniques that will help with test anxiety, which will be especially helpful on Fridays before the competency exams.
Organization: Steve and Erica will help you organize your binders and your homework schedule.
Portfolio/GBR Prep: Lucy will support students struggling with their portfolios to get them up to date and will help students begin preparing for their GBR exhibitions.
PSAT/SAT Prep is for students who have the PSAT coming up in October and the SAT coming up in the spring and want to prepare. An after school class will start up in January.
Everyone who isn't new must have three numbered choices in the 1-3 under Committee Choices on the schedule. Most students get their first choices, but some committees have to be cut down to a workable size at times. Students with questions about any committee should check with the teacher running it before putting it on his/her list of committee choices. | <urn:uuid:079e3351-8245-4474-8a1a-7e5f04702d67> | CC-MAIN-2019-13 | http://www.school-one.org/wp-content/uploads/2019/01/SchoolOne_course-catalog-tri1-2018.pdf | 2019-03-25T16:34:27Z | crawl-data/CC-MAIN-2019-13/segments/1552912204077.10/warc/CC-MAIN-20190325153323-20190325175323-00271.warc.gz | 356,022,147 | 15,414 | eng_Latn | eng_Latn | 0.972998 | eng_Latn | 0.998676 | [
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Future Scholars Daycare & OSC PARENT HANDBOOK
8030-118 Ave NW, Edmonton, AB T5B 0R8
Ph: 780-756-1920 ♦ Fax: 780-756-1922
E-mail: email@example.com
Mission Statement
To provide safe, quality care for children in a non-judgmental, open environment that promotes physical and emotional development and learning through play.
Our Philosophy
Our licensed centre is committed to high quality childcare. Our goal is to provide high quality and reliable care which allows parents to focus on working and learning with peace of mind and assurance that their children are in good hands.
We believe in providing the best quality care to every child. We provide a "home away from home" atmosphere where a child can develop new and positive relationships, secure attachments and learn to grow as an individual. Every child is treated with respect and consideration. Interactions and communication with the parents are positive and supportive.
We have adopted the following goals and objectives:
* To develop a program this enhances the social, physical, intellectual, creative and emotional needs and abilities of each individual child.
* To provide a physical and emotionally safe and stimulating environment where a child can learn to co-operate with others, learn decision making and problem solving skills, and to learn to care for him/herself in the area of nutrition and hygiene.
* To provide a setting in which a child can make new friends, develop a sense of well being and respect for one and others.
* To develop partnerships with families.
Table of Contents
1. About Our Centre
1.1. Hours of Operation
1.2.1. Subsidy
1.2. Fee Information
1.2.2. Late Fees
1.3.1. Late Pick-Up
1.3. Arrivals and Departures
1.3.2. Attendance
1.5. Staffing
1.4. Status
1.5.1 Code of ethics
2. Getting Started
2.1. Registration and Orientation
2.2. Example of a Typical Day
2.4. Extra Clothing
2.3. What to Bring on the 1 st Day
2.5. Diapers and Training Pants
3. Our Program
3.1. 3.1 Daily routines
3.2. 3.2 Program/Activities
3.3. 3.3 Goals and Expectations
4. Behavior Expectations
4.1. Child Guidance Policy
4.1.1. Behavioral Contract
4.2. Rest Time/Quiet Time
4.3. Aggressive behaviors & Bullying Policy (OSC)
4.4. Items from Home
4.5.
Homework Policy (OSC)
5. Medical Information
5.1. Illness
5.1.1. Lice
5.1.2. Other Communicable Disease
5.2. Administration of Drugs
5.3. Emergency Transportation
5.4. Allergies and Other Medical Concerns
5.4.1. Alternative Foods
5.4.2 Soaps and Toiletries
6. Nutrition
6.1. Centre Meals and Snacks
6.1.1. Infant/Toddler Feeding
6.1.2. Water Bottles
6.2. Special treats
6.2.1. Party Policy
7. Centre Safety
7.1. Emergency Evacuation
7.2. Fire Drills
7.3. Emergency Contact
7.4. Transportation Policy
7.5. After-Hours Centre Contact
7.6. Equipment Safety Policy
7.7. Accident/Incident Reports
8. Outdoors and Other Activities
8.1. Outdoor Clothing
8.2. Daily Walks and Outings
8.3. Off-Site Activities/Field Trips
9. Child Abuse & Child Development
9.1. Child Abuse Policy
9.2. Child Development Concerns
10. Parent-Centre Communication
10.1. Building a Positive Rapport
10.2. Parent-Staff Communication
10.3. Parent Meetings
10.4. Licensing Reports
10.5. Handbook Review
10.6. Open door policy
APPENDIX A – General Facts and Policies
APPENDIC B – Forms to be signed
1. About Our Centre
1.1 Hours of Operation
Future Scholars Daycare & OSC is open from 6:30 a.m. to 6:00 p.m., Monday through Friday. BABY ROOM: 7:15-5:30 ONLY.
NO BABIES ACCEPTED BEFORE 7; 15AM AND PICK LATE FEES APPLY AFTER 5:30 FOR BABY ROOM (0-18MTHS)
The Centre will be closed for statutory holidays and during the Christmas break10 days
Specific closure dates for Christmas will change from year to year, and parents will be notified.
Please note that the Centre may also be closed due to poor or unsafe weather conditions. Parents will receive a call the evening before to let them know of any closures. Parents will be notified in advance in the case of closures due to maintenance or other specific reasons.
1.2 Fee Information
Your child's placement at the centre is assured through payment of childcare fees. A fee rate and schedule agreement contract must be filled out and signed before your child attends Future Scholars Daycare & OSC. A copy of the contract may be requested for your own records. Full-time fees are non-negotiable, although pre-set discounts may apply to families with more than one child attending the centre.
Fees are due on the first day a child starts and at the beginning of each month thereafter. Fees are payable in advance. There is no credit for days absent or for vacation days, as staff must be scheduled in advance to ensure child-staff ratios in accordance to licensing regulations.
There are no reductions in childcare fees for holidays or vacations. Your child's spot is assured through your childcare fees. Fees are still owed in the event of a child's absence due to illness or vacation.
1.2.1 Subsidy
Funding for daycare is the responsibility of Alberta Family and Social Services. Subsidies may be awarded after an assessment of family income and conditions are made. Applications can be made directly on-line at http://www.child.gov.ab.ca/childcaresubidy. A response should be almost immediate. You may also go directly to the Social Services office where an intake officer will make an immediate assessment. It is the responsibility of the parent to arrange for subsidy and to renew subsidy applications before they expire.
If you are applying for subsidy, you are required to pay your child's fee in full prior to your child attending the Centre. You will then have five business days to submit approval for subsidy. If you receive subsidy, you will be refunded the fee amount, minus your parent portion. Should you be unable to provide written confirmation of subsidy within that time frame or your subsidy expires at any time, you will be charged the full monthly fee due until your subsidy has been awarded or reinstated. You will be credited the following month(s) for any overpayment.
Please note: To qualify for full-time subsidy, your child must attend the Centre for a minimum of 100 hours per month for children in daycare.
1.2.2 Late Fees
A late fee of $20.00 will be charged if fees are not paid by the first 5 business day. The Centre has the right to refuse services for your child if payments are in arrears, unless payment arrangements have been made.
1.3 Arrivals and Departures
Please escort your child (ren) into the daycare in the morning. Assisting your child with the removal of outerwear, putting on their indoor shoes, and generally unpacking is a positive way to prepare your child for the day ahead.
Please notify staff of any special instructions or messages. For example, if you will be at a different location or phone number for the day. Should your child require medication that day, please ensure medication forms are filled in and signed.
1.3.1 Late Pick-up
Children must be picked up no later than 6:00 p.m. by the Centre's clock. A late fee of $1 per minute a parent is late, to be paid directly to the closing staff member.
We will call Social Services to call the Child Welfare Department if your child has not been picked up by 6:30 p.m., unless we have been notified by you that you will be late. Considerations will also be made for poor weather conditions, although late fees will still apply.
1.3.2 Attendance
Children attend the centre in full-time or part-time spots. Child-to-staff ratios are based on these pre-set attendance arrangements made with parents according to the fee and schedule contract discussed above. Because changes in attendance require adjustments to staff ratios, Future Scholars Daycare & OSC is not a drop-in centre and will not accept children who are not scheduled to attend unless arrangements are made 24 hours in advance with the centre director. Advance notice allows us to make sure there is a spot open for your child on a day they are not scheduled to come in. A daily rate will apply and be added to your fees for the next month.
If your child will be absent on the day they are scheduled to be at the centre, please call no later than 9 a.m. If the absence is known in advance, please submit the days to your child's caregiver or the centre director in writing. Communication books are available at the front entrance near sign-in for this purpose. Frequent absences without proper notice could result in termination of your child's care.
Children who are scheduled for a full day of care will not be accepted after 10:00 a.m. for the purposes of maintaining safe child-to-staff ratios. If your child attends the centre on a part-time basis according to a changing schedule, the days must be approved with the centre director in writing.
Vacation time from daycare will require (two) 2 weeks advanced written notice. Your child's spot will be held during your vacation period provided that payment arrangements have been made if paying fees late (i.e. after the first) There are no reductions in childcare fees for holidays or vacations. Your child's spot is assured through your childcare fees. You will need to provide backup care when the centre is closed on recognized holidays and for the annual spring clean up.
1.4 Status
Future Scholars Daycare & OSC is an incorporated company. Our centre is licensed by the Alberta Human Services and follows all guidelines set out in the Alberta Child Care Licensing Regulations. We accept children from birth to 12 years of age, who are accommodated in the following groups:
| Group | Age | Staff/Child Ratio |
|---|---|---|
| Infant | Birth -18 months | 1:4 |
| Toddler | 19 to 35 months | 1:6 |
| Preschool | 3 yrs to 4 ½ yrs. | 1:8 |
| Kinder | 4 ½ yrs and above | 1:10 |
| OSC | 6 yrs to 12 yrs | 1:15 |
1.5 Staffing
Our team of Early Childhood Educators is composed of the Owner, Director, Child Care Workers and cook. The owner has a Bachelor Degree in Education, Level III, and Food Safety Handling Certificate. She has been in the Child Care profession for 8 years.
The rest of our team has Level I, II, and III Certificates in Early Childhood Education and Child Care First Aid & CPR. They have a variety of years and experiences working with children. Our cook completed a Food Safety Handling Course from Capital Health. All Staff has police record check on file.
1.5.1 Code of Ethics
The Management and Staff adhere to the following Code of Ethics:
1. Promote the health and wellbeing of all children
2. Use developmentally appropriate practices when working with all children.
3. Demonstrate caring for all children
4. Work in partnership with parents, supporting them to meet their responsibilities to their children
5. Work in partnership with colleagues, and other service providers in the community to support families' well-being
6. Work in ways that enhance human dignity
7. Pursue on an on-going basis the knowledge, skills and self-awareness to be professional competent.
8. Demonstrate integrity in all professional relationships
2. Getting Started
2.1 Registration and Orientation
(Online Registration available at www.futurescholars.ca)
Fully completed registration forms must be returned before your child can attend the Centre. You may be asked to sign and initialing any policies or permission statements at the centre. Emergency contact forms are included in the registration form. Registration forms are required for each individual child along with payment of a non-negotiable, nonrefundable registration fee of $35.00. Once accepted, we will request deposit of $200 to be held until the child is withdrawn from the centre.
An orientation of the routine and a tour of the Centre are conducted by the Director or Owner. We encourage full-time attendance at the Centre. This is a great time for you and your child (ren) to get acquainted with the Centre and staff.
A deposit equal to one month's fee is required to be paid for all children at the time of enrollment. This one-month fee deposit is retained by the Centre and applied to the last month's fees provided 30 days written notice prior to withdrawal is given. It is forfeited if less than 30 days written notice is given. If the fees are increased, the last month's fee deposit will be adjusted at the time of the increase.
2.2 Example of a Typical Day
Each room posts a schedule of the day's events, which are subject to change depending on the weather and for special occasions/situations. Here is an example of a typical day:
7:30 – 8:3o Free Play
6:30 – 7:30 Family Grouping (free play, breakfast, limited centres)
8:30 – 8:40 Clean-Up Time
8:50 – 9:00 Wash hands for Snack Diaper Check/Change
8:40 – 8:50 Good Morning and Learning Circle
9:00 – 9:20 AM Snack
9:30 – 11:15 outside Play or Walks (Weather Permitting)
9:20 – 9:30 Wash Up/Bathroom Break, Get Ready to Go Outside
Inside Play with Free Craft, Unlimited Centres
11:30 – 11:50 Lunch
11:15 – 11:30 Wash Up for Lunch Diaper Check/Change
11:50 – 12:00 Wash Up/Bathroom Break, Get Ready for Quiet Time/Nap
2:00 – 2:40 Programmed Craft and Unlimited Centres
12:00 – 2:00 Quiet Time and Nap, as Children Awake, Quiet Activities Encouraged Diaper Check/Change Bathroom Break for Children as They Awaken
2:40 – 2:50 Clean-Up Time and Transition Circle
3:00 – 3:20 PM Snack
2:50 – 3:00 Wash Up for Snack
3:20 – 3:30 Wash Up/Bathroom Break, Get Ready to Go Outside Diaper Check/Change
4:30 – 4:45 Clean-Up time, Start Closing and Downsizing the Rooms for Family Groupings
3:30 – 4:30 Unlimited Centres When Not Outside
4:45 – 5:00 Circle Time, Stories, Songs as Children Go Into Family Grouping Diaper Check/Change
5:00 – 6:00 Family Grouping, Limited Centres Open
2.3 What to Bring on the First Day
1. Indoor Shoes (no black soles and no laces, please.)
3. Personal blanket, if your child naps.
2. Change of clothes in case of accidents or incidents.
4. Proper outdoor clothing.
6. Registration forms and first month's payment.
5. Labeled water bottle. (We encourage children to drink plenty of water throughout the day. Please no disposable containers.)
7. A readiness to learn and explore!
8. Diapers and wipes (if needed)
2.4 Extra Clothing
All children must be fully and properly clothed for the weather and the day's activities, both indoors and outdoors. Parents are required to provide one set of extra clothing in case of accidents, messes, or other incidents. Extra clothing should include a shirt, pants, underwear, and socks. It is strongly suggested that parents of toddlers and children who are being potty trained provide two extra sets of clothing as accidents tend to happen more frequently for those age groups.
We ask that children have a pair of indoor shoes. We ask that they not have black soles and are actual shoes, rather than slippers in the case of an emergency such as a fire drill. Indoor shoes are left at the Centre, and children will use their outdoor shoes for outdoor activities.
If a child does not have extra clothing, the Centre will provide them with items from our own supply. Items of clothing should be washed and returned to the Centre by the next day. A charge of $25 will be placed onto the next month's payment if there are unreturned items at the end of the month. In the extreme case of multiple "outfits"-worth being unreturned, this charge may go up to no more than $50.
2.5 Diapers and Training Pants
Parents are responsible for supplying all diapers and pull-up training pants for their child (ren), as well as any ointments as needed. It is best to bring in a supply enough for each week, or if possible, for the month. Staff will notify parents when the supply is down to 10 diapers or pull-ups. If the supply runs out, staff will use diapers from the Centre's emergency supply. A charge of $15 per diaper will be collected the next day.
3. Our Program
3.1 Daily Routines
Routine is important for young children and helps develop feelings of security and order.
Each classroom has a general schedule that includes time for indoor and outdoor play, lunch and snacks, hygiene and structured activities. This schedule is posted daily for both adults and children.
3.2 Program/Activities
A planned development program is designed around monthly themes. Areas covered include creative/art, science, dramatic play, cognitive, gross motor, sensory, music, drama and social emotional. The program is based on age appropriate goals to aid in development of communication skills, social skills, organization, the ability to problem solve, as well as fine and gross motor skills. The classrooms are set up in separate play areas to compliment the weekly themes. Children can move freely from one to another during free play, or may all participate together in a planned activity. The weekly program is posted outside each classroom. Parents/guardians are always encouraged to discuss their child's development with the teachers.
3.3 Goals and Expectations
Studies have shown that the most important stage of life for learning and development is from birth to 6 years. It is here that the groundwork for future learning is established. When children are playing, they are 'working' to learn all about the world around them. The staff at Future Scholars is dedicated to caring and encouraging your child (ren). Activities are carefully planned and the environment structured for development and learning. We aim to promote the individual child's self-esteem and independence, while fostering the child's identity as part of a group and community.
d) Rest Time/Quiet Time
Rest time/quiet time is from approximately 12:00-2:00 p.m. in all rooms. Most play centers are closed during this time. However, all children under the age of 4 ½ are encouraged to nap. Children who do not nap will be expected to rest quietly on their mat for a short period of time before engaging in other quiet activities (books, tabletops, quiet music) to allow their bodies to rest and recoup for the afternoon.
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4. Behavior Expectations
4.1 Child Guidance Policy
Each child at our Centre is treated with respect and dignity. We believe that children have the right to self-expression. To discipline is to teach. It is not through humiliation or degradation. It is not dangerous, exploitive, psychologically damaging, or harmful to any child. Most potential discipline problems can be prevented by acknowledging positive behavior, setting clear expectations for acceptable behavior, and by offering a program that interests the children and keeps them actively involved. General expectations of the child include:
1. The child will respect the rights and feelings of others.
3. The child will stay in designated areas.
2. The child will show respect for personal and Centre property.
4. The child will play safely with others.
5. The child is responsible for his/her actions and must accept consequences for their behaviour.
The Centre's philosophy is that children should be taught to make choices and that each choice has a positive or negative consequence. Where possible, a problem-solving approach is used to address inappropriate behaviour. Limits and guidelines are essential in the creation of a safe and organized environment. Limits are explained to the children along with the reasons for those limits. Practicing the rules help children understand them as part of their routine. An example of this is: "Only three people allowed on the climber at one time. It's not safe for more than three to be on there."
Logical consequences for breaking a rule are also explained to the child. For example, if a child throws sand, that child will be removed from the sand table and may not be allowed back in for a while. That child is also invited to apologize to their friends for throwing sand at them, as well as help clean up any mess that resulted when appropriate.
When a child is physically or verbally aggressive, he or she will be guided away from the situation and asked to sit quietly for a short period of time. This time is intended for the child to calm down and reflect about his/her actions. The child will decide when they are ready to return to the play activity with appropriate behaviour. More serious behaviours or sudden behavioral changes will be brought to the attention of the parents of the child. A meeting may be arranged between the caregiver, Director, parents, and the child to discuss the problem and decide on a plan of action consistent at home and at the Centre. The Centre has the right to refuse care for your child should the behaviour become a danger to themselves or others.
Certain behaviors are not acceptable at daycare, such as inappropriate language and physical aggression.
4.1.1 Behavioral Contract
A behavioral contract is included in the registration form, to be signed by the parents and the child. A copy of the signed document can be obtained from the Director. An unsigned copy is included at the end of this handbook for your information.
4.2 Rest Time/Quiet Time
Rest time/quiet time is from approximately 12:00-2:00 p.m. in all rooms. Most play centres are closed during this time. However, all children under the age of 4 ½ are encouraged to nap. Children who do not nap will be expected to rest quietly on their mat for a short period of time before engaging in other quiet activities (books, tabletops, quiet music) to allow their bodies to rest and recoup for the afternoon. Your child may also wish to have a favourite blanket and/or stuffed toy to cuddle with at nap times. We ask that you label both the blanket and the toy.
4.3 Aggressive Behaviors and Bullying Policy
Certain behaviors are not acceptable at our centre, such as inappropriate language and physical aggression. Future Scholars Daycare & Out of School Care is a No Bully Zone. Children should be able to feel safe coming to this centre, bullying will not be tolerated. More serious behaviors or sudden behavioral changes will be brought to the attention of the parents of the child. A meeting may be arranged between the Director, parents, and the child to discuss the problem and decide on a plan of action consistent at home and at the OSC. The OSC has the right to refuse care for your child should the behavior become a danger to themselves or others.
4.4 Items from Home
We ask that your children do not bring toys or other special items to the Centre unless for "Show & Share", or as requested by teachers. (Example: Teddy Bear day in the preschool room.) Items used in "Show & Share" may be brought out during that activity and then stored either in a "Show & Share" bin or in the child's cubby for the rest of the day. Please note that neither staff nor the Centre are responsible for the loss or destruction of toys, games, etc. that may be brought from home.
4.5 Homework Policy
The OSC has designated areas to study or finish homework. Homework is the responsibility of the student. If a student chooses not to use time at the OSC to finish their work, this is a choice to be discussed and decided upon between the student and the parents. Students are responsible for all school materials they bring to the OSC. OSC teachers will help students to the best of their abilities when asked, and the OSC will provide as many resources and materials as possible. Students are encouraged to conduct themselves with good character and make good choices when working with others on their homework.
OSC teachers cannot sign agendas, report cards, homework or tests, or permission slips. This is the responsibility of the parent or guardian. Parents are welcome to discuss homework arrangements with OSC teachers at any time.
5. Medical Information
5.1 Illness
If your child has a fever, diarrhea, communicable disease, or has been vomiting, we ask that you keep them at home until they are symptom-free for 24 hours. For example, if your child has no symptoms on Tuesday morning, they may return to the centre on Thursday morning. This also applies to when Tylenol or any fever-reducing medication is given to your child. If you feel the need to medicate your child, this is a good indicator that your child needs to stay home. Illness is easily spread among young children, so our policies are in place to protect your child as well as other children in the centre.
If your child develops any of these symptoms while at the Centre, staff will notify you and ask you to make arrangements to pick up your child as soon as possible. Children will be removed to a quiet, supervised location to rest and separate them from others until parents arrive to avoid transmittable illness.
5.1.1 Lice
We have a no-nit policy in place at the Centre. We approach concerns about lice with due diligence and with the hope of decreasing the likelihood of it spreading further. Should we discover that your child has lice, we will ask parents to take the child out of the facility and treat them for the problem.
Children must be nit-free when they are brought back to the facility the next day. A staff member will re-check your child upon arrival. If there are still nits, you will be asked to take the child home again. While we understand that this is an inconvenience, we ask that parents remember that we have over 50 children in the Centre and staff that need to be considered. We cannot knowingly expose children, staff, and their families, and we must minimize the possibility of transfer within our centre.
5.1.2 Other Communicable Disease
In the case of communicable disease such as warts, including and especially highly contagious cases such as molluscum contagiosum, we follow a policy similar to lice. The child will be taken out of the centre to receive treatment. In order to return, the child must be symptom-free and have undergone proper medical treatment in order not to expose children and staff to the infection. We understand that other centres or facilities may have different policies regarding lice, warts, and other diseases, but we stand firm on these policies.
5.2 Administration of Drugs
We follow the procedure for drug administration set forth by government regulation. A medication form must be completed and the drug given directly to the staff responsible for your child. For safety reasons, please do not leave the medication in your child's cubby or backpack. The drug will be kept in a locked container in the kitchen. The caregiver will fill out the time and amounts of the drug to be administered. Only qualified staff with first aid will administer drugs to your child.
We cannot administer any drugs without a medication administration from being fully completed by the parent. All medication must be in the original container with the original label. In the case of prescribed medication, the medication must be labeled by the pharmacy for the child. We cannot accept medications with the name of a parent or other person on it. We will not administer medications that have expired, so please remember to replace or update any medications that a child would need on a daily basis or in the case of an emergency, such as an Epipen. Expired drugs will be returned to the family. If a medication is necessary for the child to attend, they will not be allowed to return to the Centre until the medication or life-saving device is up-to-date.
It is our policy that we do not administer herbal remedies, including multi-vitamins.
If your child has been given medications, including over-the-counter drugs, before arriving at the Centre, parents must give written notification to the staff.
5.3 Emergency Transportation
If your child is seriously ill or injured, we will contact you immediately. Please make sure all contact information is up-todate for this reason. In some cases, a child may be taken to a medi-centre by Centre staff by way of car or taxi. If a serious illness/injury occurs, an ambulance may be called and the parent will be responsible for the cost of the ambulance. A child with serious injury will be taken to the nearest available hospital.
Any incident or accident of significance will be recorded by the staff member in charge, brought to the attention of the Director, and then discussed with parent when the child is picked up/met at the hospital. In the case of an even that makes it necessary to evacuate the children from the Centre, they will be taken by their teachers via the nearest exit as indicated on the Emergency Evacuation Plans posted in all of the rooms. If an emergency does exist, parents will be called and asked to pick up their children at the specified location.
In the case of an injury or an evacuation, if a parent cannot be reached, one of the two emergency contacts will be phoned.
5.4 Allergies and Other Medical Concerns
Any child with a medical condition such as allergies, asthma, diabetes, etc. must be made known on your registration form. Any medications for their condition that must be supplied daily and the proper forms signed for each and every individual medication that needs to be administered on the Centre premises.
5.4.1 Alternative Foods: Future Scholars Daycare & OSC is not legally defined as a nut-free or gluten-free facility.
However, every effort is made in our meal planning not to include nuts or nut products. Should you have any concerns, please feel free to discuss them with the Director.
If a child has sensitive skin or allergic reactions (rash, redness, etc.) when using any of the centre toiletries like soap or sunscreen, parents are urged to bring in an alternative toiletry for their child(ren), which should be labeled and will be given out for the child to use at the appropriate time. It should be noted that despite allergic reactions, children will be required to wash their hands with soap at all times even if an alternative soap is not provided. We also do not accept hand sanitizer as a substitute for washing with soap.
5.4.2 Soap and Other Toiletries
We ask that cosmetic products like make-up (eye shadow, lip gloss, etc.) be left at home. We have found that many children tend to "share" these items with friends, which could possibly spread germs or infections from child to child. If a child has the need for lip balm or Chapstick due to severely chapped lips, we ask that it be kept in their cubby and used sparingly. If the child abuses the use of the lip balm or is found to be sharing it with other children, it will be taken by the caregiver and returned to the parent at the end of the day. The parent may have to fill out a medical form if the use of lip balm is deemed medically necessary. This policy would be the same for similar types of toiletries such as hand lotion.
6. Nutrition
6.1 Centre Meals and Snacks
The centre provides a hot lunch and 2 snacks program. We always follow Canada food guide standards.
Children are required to sit at the table at all times during a meal to avoid choking or other food-related accidents. We encourage good table manners, which is supported by staff members eating with the children and demonstrating what type of manners are expected. Depending on the age group, children are expected to clean up their eating area at the end of the meal, clear their own plates, and place them in a collection bin.
6.1.1 Infant/Toddler Feeding
As with all other age groups, older infants and toddlers are fed at all times while seated to avoid choking. Parents are advised to provide a nutritional meal or formula. Please let the caretaker know if the meal needs to be refrigerated or warmed in the microwave.
If the child still requires formula, parents need to bring enough for each day. If the bottle is required at naptime, it is our policy that caregivers will remove the bottle once the child is asleep to avoid choking hazards.
6.1.2 Water Bottles
We promote children drinking water throughout the day to avoid dehydration. We ask that parents provide an appropriate water bottle, such as a metal or plastic sports bottle, which will be stored in a place accessible to the child at any time. Please do not send the child with disposable water bottles, as they not meant for repeated use or frequent washing, as advised by the Canadian Bottled Water Association. Children are asked to sit when drinking the water to avoid choking or other accidents.
6.2 Special treats
Because we try to encourage healthy eating choices, we ask that these meals and snacks follow recommendations of the Canada Food Guide as closely as possible. Please refrain from sending the child with meals that need to be cooked on the stove or in the oven, as our staff is often busy with the "rush" of meal times and must remain in ratio. We reserve the right to supplement these meals if the lunch or snack in question is lacking in nutritional content as suggested in the Canada Food Guide. Please remember that we are trying to promote healthy choices, and that caregivers may ask that a child to finish sweet treats and snacks after trying to eating the healthier items packed in a lunch.
If parents would like to send treats for the room to celebrate a special occasion like a birthday, please feel free to do so as long as all children are able to receive the treat. Caregivers will let parents know how many children are in the room.
6.2.1 Party Policy
For holidays and special occasions, the Centre may throw a party and ask parents via a sign-up sheet to contribute snacks for their child's room. The Centre will provide the "sweet" treats for these parties to avoid getting "too much of a good thing," and we ask that parents provide the healthier snacks such as veggies and dip, fruit, etc. This also helps us avoid getting multiples of certain items.
We sincerely appreciate this type of generosity and participation. This policy helps us avoid waste and hurt feelings if someone's donated item is not used.
7. Centre Safety
7.1Emergency Evacuation - When the alarm sounds:
1. Primary staff members in each group picks up daily attendance sheets for their group, as well as the emergency backpacks with contact names and numbers and other emergency supplies. They proceed to the nearest exit with the children in their care.
2. Support staff takes direct responsibility of escorting the children to the nearest exit and proceeds outdoors as soon as the children are gathered. All rooms are checked to make sure everyone has evacuated from the building. All rooms meet in the front of Police Station Parking Lot, and attendance is taken. Once this is done, the staff and children proceed to the parking lot, waiting for further action. If the situation requires relocation, the staff and children will for to Children's Playce Daycare.
7.2 Fire Drills
The above steps are used in the event of a fire in the centre. The only exception is that the children and staff return to the Centre after attendance has been taken. We practice unannounced fire drills occasionally to make sure children and staff understands the emergency evacuation procedures. Fire drill procedures are also posted in all rooms.
7.3 Emergency Contact
An emergency contact sheet is included in the Centre registration packet. In the event that a parent cannot be reached, the first person on the emergency contact sheet will be called. Please make sure that this sheet is filled out in its entirety and that all emergency contact numbers are up-to-date at all times and inform us of any permanent or temporary changes.
7.4 Transportation Policy
Here at Future Scholars Daycare & OSC we have a van that is certified and labeled to transport children to and from school. The van is well maintained and is given a government inspection yearly. Only specific qualified staff with current driver's licenses is able to drive the van. All drivers have level 1, level 2 or level 3. All driver enforce car safety that comply with Transport Canada .All drivers must have a cell phone, Children's emergency information and a First aid Kit. Booster Chairs and car seats are used according to children height and weight. They comply with Transport Canada
We have designated staffs that bring children to and from the bus. This is to ensure that the bus drivers are aware about who the staff are from the daycare and the children that go to Future Scholars Daycare & OSC. Also to communicate as needed. The buses have been given Future Scholars Daycare & OSC phone number in case that they are late, not coming or are early. In the event that the bus does not come or the child misses the bus, a parent is informed and verbal and written permission is needed to transport the child to school in the Daycare van.
We have a staff that walks children to and from school. The school is given a list of children who attended Future Scholars Daycare & OSC as well as the staff who can pick them up at the beginning of the school term. The school has Future Scholars Daycare & OSC phone number. Staffs will be there five minutes before the bell rings and stays with them until the bell rings and they are safely in the school.
Children in transport are given specific safety rules that are to be maintained. If rules are consistently not being respected a warning letter will be issued following this the child's transportation may be revoked and other arrangement would have to be made...
7.5 After-Hours Centre Contact
After-hours emergency phone numbers are posted on the door and outside the Centre. This information is kept up-to-date and includes community emergency numbers, as well as a contact for the Centre. If for whatever reason this is not properly displayed, please make a note to the owners or the Centre Director.
7.6 Equipment Safety
Toys and equipment are inspected frequently for safety and age-appropriateness. All appliances used in the Centre meet safety requirements and are in good repair. The Centre uses only non-toxic arts and craft supplies. If parents notice that a specific piece of equipment is in disrepair or has become a safety hazard please let staff know immediately.
Pesticides will not be used either indoors or outdoors at any time when children are present. If there is a need for pest removal, this will be done at an appropriate time after-hours or on the weekends or other breaks in care.
Outdoor equipment and play areas are also inspected frequently. Caregivers will also inspect equipment and grounds for safety hazards at any visited play parks or recreation areas before allowing children to use them.
7.7 Accident/Incident Reports
All accidents or incidents experienced in the care of the Centre will be written up in a report to be signed by the caregiver in charge and the director. Parents are given a copy to read and sign, then return so it can be added to your child's confidential file. A copy will be provided when requested.
In the case of behaviour-related accident or incident, these reports will be written for both the perpetrator and the victim but will only include specifics on the parent's child in the interest of confidentiality. Please do not ask for information on other children in the centre. If a parent has learned through other sources that another child is involved, we ask that the parent does not confront the child directly and instead address all concerns through caregivers or the Director. This is for the emotional well-being as well as the safety of all children in our Centre.
8. Outdoors and Other Activities
8.1 Outdoor Clothing
Parents must provide proper outdoor attire appropriate for the weather conditions, including footwear. For example, a child should have a hat, mittens, warm coat, and snow pants for snowy weather. We try to go outside at least once a day every day, even in the wintertime, to allow for fresh air and exercise. If a child's outdoor clothing is lacking, the child may borrow from the Centre's emergency supply of outdoor clothing items. Children will not be taken outside when the weather is colder than – 20 C, or warmer than 30C. The centre will close with extreme weather conditions
8.2 Daily Walks and Outings
The Centre goes on daily outings, weather permitting. All classes get ready to leave by 9:30 a.m., unless otherwise communicated to parents. We cannot wait for late arrivals; therefore it is the parents' responsibility to meet up with their child's class. Locations will be posted at the entrance. We cannot keep children at the centre until their group returns. If you are unsure of where your child's group has gone, ask a remaining staff. Should there be no staff available; a sign will be posted for your convenience. Any all-Centre outings will be announced in advance. (See below.)
8.3 Off-Site Activities/Field Trips
When the Centre goes on field trips or participates in off-site activities, parents will be notified in writing no later than oneweek in advance, depending on the nature of the off-site activity. Consent forms, along with a description of the activity and any materials/items needed for the day, will be distributed to parents to be signed and returned by a designated time to allow the child's participation. Parents opting out of the field trip or off-site activity will need to notify the Centre and make arrangements for care in the care of a Centre-wide activity.
9. Child Abuse and Child Development
9.1 Child Abuse Policy
Because child abuse is a serious allegation, policies are intended to protect the children in our care. If a child in our care shows signs of child abuse or neglect, it will be reported to the Director and to appropriate authorities, as required by law.
It is the Centre's goal to employ child care professionals who are committed to the highest standards of ethical behaviour. To ensure the health and safety of children in our care, a zero tolerance policy is strictly enforced. We consider corporal punishment or physical discipline by the staff to be abuse. If a parent has any concerns about the conduct of an employee that could be considered abusive, please contact the Director or Centre owner without hesitation.
9.2 Child Development Concerns
Programming and activities are designed to positively influence a child's physical, social, and emotional development. If a child shows signs of delayed development that has not already been previously addressed by a parent or guardian, the caregiver may express such concerns to the parent in the form of verbal or written communication and a meeting with the Centre Director may occur.
10. Parent-Centre Communication
10.1 Building a Positive Rapport
It is important that parents feel comfortable leaving their child/ren in our care. We will do our utmost to make sure children feel safe, secure, and loved. We hope this will give parents peace of mind without worrying about the welfare of their children.
We want parents to feel comfortable speaking with the owners, Director, and any other staff at the Centre should there be any questions or concerns. We encourage and greatly appreciate feedback, positive or negative, and value parent interest in the daily routines and their children's progress under our care. Only through parents' comments can we resolve any concerns.
10.2 Parent-Staff Communication
Communication between parents and staff is one of the most important elements of child care. Staff is required to communicate with parents both verbally and non-verbally. Staff is required to write notes to parents regarding the child's daily activities and progress. Staff may ask questions in these notes to encourage problem solving between themselves and parents, as well as encourage further parental input regarding the child's care. Parents are encouraged to respond to notes and verbal communication in a positive, respectful manner.
10.3 Parent Meetings
Parent meetings are regularly held at the Centre, with the date and time to be posted and announced in advance. Centre owners and/or the Director and Assistant Director are present at these meetings. We encourage parents to participate in these meetings as it helps us to incorporate parent feedback into the Centre's progress and address overall concerns regarding our program. Important announcements are occasionally made first at the parent meetings in order to answer any questions about changes to the Centre.
10.4 Licensing Reports
Future Scholars Daycare & OSC is regulated by the Department of Family and Social Services, which regularly inspects the Centre to ensure that the program is meeting the standards set out by the Alberta government. Each year, the license is renewed and a complete review of the program, staff, and administration is carried out. The most recent written report is posted in the entry way. Parents are encouraged to read the report to keep them updated regarding the Centre's progress.
10.5 Handbook Review
The parent and employee handbooks are reviewed and updated no less than once a year, as well as when new concerns arise or policy changes are needed. Parents will be informed of changes and issued new handbooks or pages for the handbooks when necessary. We encourage parents to participate in these changes through the forms of communication listed above, as well as in our parent surveys, which are also done no less than once a year. We hope that this parent handbook is clear regarding our policies, procedures, and philosophies and welcome any feedback parents can give us!
Please use the space below to note any changes or to make notes regarding your child's care and the policies described in this handbook.
10.6 Open Door Policy
Future Scholars Daycare & OSC has an open door policy. Parents are free to drop by and see how their child is doing, they are also free to come and play/engage with the activities that their child is participating with. Parents may also call and talk with their child to see how their day is going
Behaviour Expectations Contract Behaviour Expectations and Consequences
* Always listen to your teacher and respect other people's words.
* Use appropriate language and manners at all times.
* Try to work together with your friends to solve problems, ask a teacher if you need help to do this.
* Do not touch your friends in a way that might hurt them, such as pulling on them, slapping them, pushing them, yelling at them, etc.
* Play safely at all times.
* When going away from the centre, either on walks or field trips, you must stay with the group!
* Be nice and respectful of other people's bodies or belongings.
Consequences:
If the behaviour that you are showing is not within these expectations, the consequence will be either:
Redirect the child to another activity.
OR
Loss of one or more field trips.
In cases where inappropriate behaviour is frequently seen, a letter will be sent home to your family.
Child's Name: ________________________
Parent's Signature: _______________________ Date: ______________
APPENDIX A – General Facts and Policies
Transitioning Your Child into the Centre
To allow transition to be effective and smooth, a child needs time to adjust to a new environment. Listed below is a suggested transition schedule (5 Days).
DAY 1- Child visits for 2 hours in the morning
DAY 2- Child visits and remains for lunch
DAY 3- Child visits and remains for afternoon nap
DAY 4- Child visits and remains until free play in the afternoon DAY 5-
Child visits and remains for the whole day
Each child's transition time will be modified to meet their individual needs.
Graduating Policy
It is our best intentions to provide care for your child in all our groupings. As the children grow, we would like to see them move up to the next group. To this end, prior to June of every calendar year, we will request that parents let us know if they intend to re-enroll their children for the upcoming school year. However, if there is no space available when the transition should take place, we will follow these steps:
* Consider the ages and numbers in each room.
* If your child is still not accommodated, we will put his/her name on the waiting list with top priority.
* Preschool children moving up to Kindergarten may stay in the preschool room until there is a spot available in the kindergarten room. Parents will be charged the preschool room rate.
* Children are transitioned into new classrooms at the end of the school year, with priority given to parents who informed us of their intention to re-enroll their children with us.
Sick Credit Policy
There are NO financial credits issued for illness. These are common occurrences which happen frequently in young children.
Vacation Policy
There are NO vacation credits for time taken off. Payments are made for 52 weeks a year for all programs offered at our centre.
Statutory Holidays
The Centre will be closed on the following days:
New Years Day Family Day Good Friday & Easter Monday Christmas Day & Boxing Day Labor Day
Thanksgiving Day Victoria Day Civic Holiday (Simcoe Day) Canada Day
CHRISTIMAS BREAK 10 days-: DECIDED EVERY YEAR DATES WILL BE POSTED IN NOV.
Medical/Emergency Policy
The staff at Future Scholars Daycare & OSC provides a safe environment for all children; however, at times accidents do happen that are out of our control. If an emergency happens that requires immediate medical attention, an ambulance will be called to transport your child to the hospital. The child's parent or guardian will be called and will meet the staff member and child at the hospital. If the accident does not require emergency attention, staff will contact the parents or guardians and have them evaluate the situation and decide on whether further medical care is needed.
Sun Safe Policy
Children love being outdoors in the sun and it is great for their mental and physical health. Overexposure to the sun, which radiates ultra violet (UV) rays, can cause sunburn, immune suppression, and skin damage.
To avoid UV overexposure, it is essential to instill the sun safety basics at a young age:
* Avoid being in the sun between 11:00am and 4:00pm when the sun's rays are strongest
* Dress children in loose fitting , long sleeved clothing to protect against the sun's rays
* Apply a generous amount of sunscreen on all exposed body parts twenty minutes before sun exposure, and every two hours thereafter
* Wear a hat with a wide brim or flap that covers the back of each child's neck
* Check your local weather forecast to determine what the UV index is for that day and use this resource as a sun protection tool
* Seek shade wherever and whenever possible
* Model safe sun protection for your children
UV Index
At Future Scholars Daycare & OSC, we have put in to place a weather alert guideline as outlined earlier in this manual that we follow vigilantly. All of our decisions are based on the most current temperature readings from Environment Canada.
Before going outdoors each day, we apply sunscreen to each of the children in our care. We ask that families bring in a clearly labeled bottle of sunscreen for your child to use each day, and sign off on our sun safe policy. We do not share sunscreen, nor provide it to the children, as each child's skin type and condition is different from one another.
Children are particularly vulnerable to the UV because they have more skin relative to their body mass than adults, thereby making sunburns more dangerous, and that they often spend more time outdoors than adults and receive more UV exposure.
Equality & Diversity
Statement of Intent
Our Daycare is committed to providing equality of opportunity and anti-discrimination practice for all children and families.
We aim to:
Provide a secure environment in which all our children can flourish and in which all contributions are valued. We include and value the contribution of all families to our understanding of equality and diversity. Improve our knowledge and understanding of issues of equality and diversity
T.V Video and Computer Policy
The use of T.V, video and computer by children is purposeful and not as daily routine of the room. This is part of the weekly plan and are use to expand upon children's current interests and as a basis for discussion as part of the theme.
The Staff ensures that all movie videos and computer games are developmentally appropriate, unbiased and culturally sensitive and does not contain violent or sexually explicit material. The staff reviews all videos and computer games before they are used by the children. Staff always sits with the children when T.V and video are used. An adult continuously what children are doing or seeing on the computer. Staff makes every effort to ensure the purposeful use of movies and computer games While computers and video is in use; staff also makes alternate activities available for children.
Field Trip Policy
Throughout the year, field trips are made to special places of interest and educational benefit to the children. A notice will be posted in advance of the excursion informing you of the destination, date and time. A minimal charge may be required to cover transportation and entrance fees. Funds raised by the Parent Advisory Board will also be used to cover for the expenses.
Parents are always welcome to join us at these times. Children should be dressed appropriately for this activity. Should you not want your child to attend a field trip, you will be required to find alternate care for that time period or day. Authorization for field trips is required.
Staff takes all necessary steps to ensure everything goes smoothly. The Staff discusses the following with the children:
- Where we are going
- How we are going
- What to expect on the trip
- Time leaving & coming back
- Safety rules
The Staff brings the Emergency Portable Record and the First Aid Kit.
Toys from Home
Except for toys that are needed to help ease your child's transition from home to school, we ask that you leave your child's toys at home or in your car. Please make sure they are clearly marked with your child's name and we ask that you leave them for several days.
HEALTH AND SAFETY
Safe food Handling
Among all the staff at the Center, a minimum of one staff would have their Safe Food Handling Course completed. All staff is advised to follow proper hand washing procedure before serving meals.
Hand washing Policy
Germs can be spread from a sneeze or cough. Germs are on used tissue or toilet paper. Germs are also on telephones, doors, knobs, shoes, wastebaskets, buckets, and floors. The Center for Disease Control says that, ``Hand washing is the single most important means of preventing the spread of infection. ``
When to wash:
1. Whenever your hands look or feel dirty.
3. Before eating or handling food
2. After going to the bathroom
4. Before bandaging cuts and scrapes.
6. After touching anything that might contaminate.
5. After blowing your nose or covering coughs and sneezes
Hand washing steps:
1. Wet hands with warm running water
3. Scrub at least 15 seconds. Scrub your wrists and between your fingers
2. Add soap to kill germs.
4. Rinse well under warm running water
5. Dry hands with a clean towel.
Outbreak of Sickness
In the event an outbreak of sickness occurs in the Center, the staff will utilize the proper procedure the Alberta Health Services provided us. We will begin by using the child care facility illness Incident Log Sheet. Then, eventually reporting the outbreak to the nearest Alberta Health office for their immediate intervention. Protocol will be followed in this situation.
Sanitizing and Clean up
At the end of the day, room staff is responsible for setting up the different activity centers for the next day. The room is cleaned, sanitized, and the garbage is all taken out. Tables, toys, furnishings, and diaper change tables are wiped and sanitized every use and at the end of the day. Daily Job Tasks are fulfilled daily.
Smoking Policy
Smoking in the Centre and Outdoor Play space is strictly prohibited. This is applicable for Staff, Parents, and anyone who are in and around the premises of the Daycare. The Staff are also informed that this policy holds true while dropping-off or picking-up children in schools
Biting Policy
Even though biting is a perfectly normal stage of development during childhood, it is required by the Child Care Licensing Division that Future Scholars Daycare & OSC maintain a safe and healthy environment for all children in care.
Biting occurs for many reasons whether it is teething, a lack of language, frustration, attention getting, being overly tired or simply just trying to get a reaction from someone.
Future Scholars Daycare & OSC Child Care policy on biting is as follows:
- If your child bites 2 times (as long as the skin on the other person is not broken) on any one day then your child will be sent home for the remainder of that day.
- If at any time the skin is broken due to a bite then the child will be asked to go home immediately.
- If the biting continues and is severe to where it becomes necessary to send the child home on a daily basis or is adding undue stress on the other children or the environment it may become necessary to terminate child care arrangements. This is not something that Future Scholars Daycare & OSC Child Care likes to do and please know that this would be a last resort. | <urn:uuid:c5285f8e-f700-413f-abbf-fbe333ad8a70> | CC-MAIN-2019-13 | https://www.futurescholars.ca/FS-Parent%20Handbook.pdf | 2019-03-25T16:50:58Z | crawl-data/CC-MAIN-2019-13/segments/1552912204077.10/warc/CC-MAIN-20190325153323-20190325175323-00271.warc.gz | 768,471,236 | 12,090 | eng_Latn | eng_Latn | 0.94039 | eng_Latn | 0.998968 | [
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CAUSES, SYMTOMS, AND TREATMENT OF DEPRESSION IN CHILDREN AND ADOLESCENTS
A Creative Project
Introduction
It has been predicted that depression affects 121 million people throughout the world (World Health Organization, 1). In fact, it has been estimated that by the year 2020, depression will be the second largest killer after heart disease (Murray & Fortinberry, 2005, 1). This mental disorder includes symptoms like sadness, hopelessness, social withdrawal, change in appetite and sleep, and low energy (Depression in Children- causes, etc.). Also, depression in children is becoming more prevalent as well. Currently, one in eight adolescents suffer from depression, and it is the sixth leading cause of death among kids from five to fourteen years old. (Statistics on Adolescent). This mental illness can become extremely serious if not treated. However, it is tricky to diagnose, especially in children, because its symptoms may be passed off as typical developmental behavior.
Since many children suffer depression without ever being diagnosed, I wantedto provide information for parents to help them figure out if their child suffers from this psychological disease; and also what to do once their child has been diagnosed with it. In order to do this, I am going to design an internet site that provides details about depression symptoms, causes, and treatments. There will be typed up information as well as links if parents wish to do further reading on the subject. In addition, there will be emphasis on the treatment because this is a debatable topic. Some people believe that depression can be treated with drugs, while others think that therapy is the best way to go. I will provide studies from both the medical and therapeutic techniques used to treat depression. One last thing that will be included is some information regarding the layout of the site and how I decided to use certain colors and fonts. Hopefully this internet site will help parents understand if their child has depression and what steps to take once diagnosed.
Children & the Internet
Introduction
Is it a rash or is it the chicken pox? I don't know; Google it (Apatow, 2007). The world of today has revolved around the Internet and its uses. It has grown up simultaneously with all of us. But how has our digital growth portrayed our social growth? All of the young children in the present are living during a period in which technology is surrounding us on a daily basis and the Internet is a commonplace for any and all transfers of information. They are growing up digital and seem to be in tune with computers and other digital products. An example can be seen in the new Windows 7 commercial, in which a child of maybe 5 or 6 years of age creates a slide show without much difficulty. It's mesmerizing to see something that used to be so complicated now becoming child's play.
What seems now to happen, in many families with children, is an increasing interest and sometimes pressures to get an online connection to younger and younger children. If we use the age, when 50% of an age group have started to in some way use the Internet, as a measure, that age was 10 years 2002. Three years later, 2005, the critical age had decreased to 8 years. After another three years, 2008, the critical age when half of the age group have started to use the Internet, is 5 years. 2009, the critical age is now close to 4 years (Findahl, 2009). As our involvement with the web proceeds further on, it is not too difficult to imagine our own children uttering "Google" as their very first word.
We live in an age that has gradually been made simpler through the use of the Internet. According to Nielsen Online, in May 2009, approximately 16 million U.S. children ages 2 to 11 years old were active online, totaling 9.5 percent of the overall online audience (Rick, 2009, July 8). This may be due to the rapid rise of computers in households of high-, middle-, and low-income.
Upgrades in our social networking have made a deep impact on the way we have viewed our digital world. All of the Facebooks, MySpaces, and Twitters have revolutionized how we communicate with friends, family, and just about anyone with an account. But I would like to see how these changes have impacted upon the youth who have grown up digital. My research will be directed towards finding out how the internet has helped to shape our youth and their social culture. It is relevant to understand how the Internet plays a large role in children's growth today. By learning what the Internet does for our youth, we can learn to utilize it to our advantage.
Animal Assisted Therapy & Autism
Introduction
Autism is a developmental disorder that is usually diagnosed within the first three years of a child's life. The main symptoms that are associated with autism include lack of social interactions, of verbal communication, and of interest of activities or play. "Children with autism tend to have communication problems with others; some are even non verbal, and are impaired in their social interaction such as eye contact, verbal communication, and touch" (American Psychiatric Association, 1995, as cited in Nakanishi, 1999). According to Autism Speaks, one in one hundred and fifty children are diagnosed with autism. This disorder is becoming increasingly common and the rate of autism is estimated to increase ten to seventeen percent annually. (Autism Speaks). Autism not only affects the person who has the disorder, but also impacts the family members and close acquaintances of the child. Although there is no treatment or cure for autism, there are different kinds of therapies to help lessen the symptoms and to help the child engage in the "normal" everyday activities that children their age are capable of doing. One effective type of therapy involves the use of animals as therapeutic assistance to help autistic children.
Owning a pet has many health benefits for those who are not diagnosed with autism, as well as those who are diagnosed with autism. One of the most important benefits of having a pet is always having a companion around. "Studies investigating the easily measurable physical effects of humananimal interaction have determined that pets are effective in reducing blood pressure and promoting survival in coronary artery illness" (Katcher, 1981, as cited in Heimlich, 2001). Pets are ideal for therapy because they offer unconditional love and do not refuse and threaten the clients. (Austin 1997, as cited in Nakanishi 1999). Interactions with animals have been proven to increase social interactions with autistic children. In many studies, the autistic children learn to comply and follow direction. The animals act as an incentive or motivation for the children, and therefore allow the children to be more confident in themselves to function the same as a child without autism.
I chose to write about autism and animal assisted therapy because I became interested in the subject of autism in general after reading the book The Ride Together by Paul Karasik and Judy Karasik. The book was a memoir written by a brother and sister about their oldest brother David who suffered for autism. Before reading the book, I had never had that in depth of a view about autism. Reading their first hand stories about their brother really intrigued me to research the topic further. After doing research about autism in general, I then wanted to know the different ways of dealing with and treating autism. Although there is no cure or treatment, I learned about the benefits of animal assisted therapy. This topic is also important to society as a whole because autism is a growing disorder and already affects many people worldwide. This led me to my inquiry question: What are the effects of animal assisted therapy for children with autism?
Juvenile Justice Reform
Introduction
As countless people throughout history have put it, children are our future. As adults, we spend our lives raising the next generation with the hope that they will accomplish something greater than we ever did. However, every now and again, society gets a bad seed. Some people would call this child a delinquent, a lost cause. Those who work in the social services and corrections department, however, feel that these children simply need some redirecting. But what juvenile detention programs are most effective? Which programs will keep children from reoffending and ultimately redirect their lives?
According to the Urban Institute, California has more juveniles in the correctional system than any other state in the country. (Zachary Norris 2009) On an average day, according to data from the Office of Juvenile Justice and Delinquency Prevention, nearly 20,000 youths are held in the state's secure facilities. These secure facilities consist of living and recreation areas in which the children spend their days completing rehabilitation exercises.
"Nationally, African American youth are confined in facilities at a rate over three times that of white youth and the Hispanic incarceration rate in 60 percent greater than the rate for whites."(Michael Jones) In March 2000, California voters approved Proposition 21, a ballot initiative that increased the severity of penalties for juvenile offenders and had the effect of increasing the demand for juvenile confinement space. By 2005, the Division of Juvenile Justice made a commitment to go beyond correcting the problems identified by courtappointed experts. It initiated a critical transformation in how the needs of youth are identified and how treatment programs to meet those needs are delivered. As a result, youths are formally assessed using state of the art evaluation tools when they arrive at the Juvenile Detention Center. The DJJ is a State run and funded organization that over the years has failed miserably in cutting recidivism rates while burning through funds capping $430 million dollars. (Zachary Norris 2009)
Not all juvenile crimes will land a child in a detention center however. "Status Offenders" are those who are truant from school, running away, breaking curfew, being out of control of parents or guardians or incorrigible (in danger of becoming delinquent). Children who are under these offenses are not to be locked up in any kind of facility. These children are not simply sent home however, they are entered into programs mandated by the Office of Juvenile Justice Programs and Delinquency Prevention. Other Children are booked for more serious crimes such as property, drug, and violence offenses; these children are the focus of the tougher and more concrete programs aimed at the eradication of unwanted behavior. Juveniles accounted for 26 percent of all property arrests and 14 percent of violent crime arrests in 2008. (League of Women Voters of California)
The Effects of Pesticides on Children
Introduction:
The purpose of this study is to discover the effects of pesticides on children. There are two main ways that children are exposed to pesticides: through their environment and through ingestion. Environmental exposure varies from living in an area that has a high frequency of pesticide use to simply being exposed from the insecticides that we use in our garden or backyard. This study will focus on the effects of pesticides, through ingestion and discuss how pesticides affect children's growth and development. It seems like an easy task to avoid pesticides, just don't buy them, right? Wrong.
An examination of our common supermarket produce reveals that 98% of the oranges contained one pesticide residue and 82 percent contained more than one pesticide residue. 66 % of pears contained one pesticide residue and 31% contained more than one pesticide residue. 49% of apples contained one pesticide residue and 22% contained more than one pesticide residue (The pesticides in our food, 2004). I picked these three fruits because of their popularity, as well as their frequent use in toddler diets. Pesticides are in our supermarkets.
For this purpose, I am going to break pesticides down into two groups: hormone disruptors and neurological agents (nerve agents). Hormone disruptors, also known as endocrine disruptors, block or disrupt our normal hormone function. Hormones are needed for our bodies to grow and develop, as well as maintain every day functions critical for our well being. They can affect people by reducing fertility in men and women, loss of fetus during pregnancy, can induce early puberty, impair immunity, cause brain damage, induce behavioral problems and activate cancer. Neurological agents attack the nervous system by interrupting or damaging neurotransmitters. The brain sends signals throughout the body. It controls muscles, digestion, respiration and other body functions. Severity of symptoms can be as subtle as numb lips, what you experience when you spray Off (mosquito repellent) on your lips, to paralysis and death. Nerve agents are long lasting and additive in nature. Additive in this case means that the more you consume the more severe the affects and damage caused to the body. All pesticides can be placed in one of these groups because of the way they affect living organisms.
People ingest pesticides daily through eating fruits and vegetables purchased at our supermarkets. Children run a larger risk of the effects of pesticides because pound for pound they ingest a larger quantity of pesticide residues. Isn't it ironic that we tell our children to eat their fruits and vegetables to be healthy, when in fact, we could be exposing them to more pesticide residue? What are these effects on children and their development? I chose this study because I want to know about the possible effects pesticide residue has on their growth, development and overall health. This investigation will give me answers, and I can develop a strategy to lower my children's health risk. | <urn:uuid:6bee35c8-3552-4e38-b293-3878b25cee1b> | CC-MAIN-2019-13 | https://web.sonoma.edu/users/p/pollack/edu420/in_depth_introductions.pdf | 2019-03-25T16:12:53Z | crawl-data/CC-MAIN-2019-13/segments/1552912204077.10/warc/CC-MAIN-20190325153323-20190325175323-00275.warc.gz | 658,468,821 | 2,781 | eng_Latn | eng_Latn | 0.998353 | eng_Latn | 0.998807 | [
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The Metropolitan District
water supply • environmental services • geographic information
MDC
May 5, 2014 For Immediate Release
THE MDC PROMOTES "DRINKING WATER WEEK 2014" MAY 4 TH -MAY 10 TH
(HARTFORD, CT) This week, the MDC will promote Drinking Water Week 2014 by unveiling a "Five Facts About Your Water" campaign to raise awareness among member town residents and businesses about the critical role water plays in our daily lives and in the quality of life we enjoy.
The "Five Facts About Your Water" campaign will educate the public about the work and history of the Metropolitan District, including the following examples:
- Did you know that your water is safe, pure, and better than the water available in much of Connecticut and the rest of the country? The MDC's watershed land acts as a natural filter and buffer to pollutants and protects the integrity of the District's drinking water supply reservoirs.
- Did you know that your water comes from 31,000 acres of watershed land that includes two reservoirs containing nearly 40 billion gallons of water, all maintained by the MDC? This land also provides Connecticut's more popular recreation areas, including paved and gravel roads for joggers and bicyclists, hiking trails, wheel-chair accessible picnic groves, and areas for cross-country skiing and snow shoeing.
- Did you know that your water rates are among the most affordable in CT and the country? For $2.00, you can have one gallon of name brand bottled water delivered to your home or approximately 333 gallons of MDC water – a savings of $1.99 per gallon!
Brochures highlighting these important facts and more about the water we use and consume every day will be distributed to Town Halls and community organizations in member towns. In addition, the MDC Water Wagon will be deployed to area events during the week.
About Drinking Water Week: For more than 35 years, the American Water Works Association and its members have celebrated Drinking Water Week – a unique opportunity for both water professionals and the communities they serve to join together to recognize the vital role water plays in our daily lives. Additional information about Drinking Water Week is available at www.awwa.org
About the MDC: The MDC is a nonprofit municipal corporation chartered by the Connecticut General Assembly in 1929. The MDC provides water, sewer and household hazardous waste collection services to its member municipalities: Bloomfield, East Hartford, Hartford, Newington, Rocky Hill, West Hartford, Wethersfield and Windsor. In addition, under a series of special agreements, the District supplies treated water to portions of Glastonbury, South Windsor, Farmington, and East Granby.
Contact:
###
Kerry E. Martin The Metropolitan District
Office: (860) 278-7850, ext. 3203
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AQA-style Language Paper 2A: Writers' Viewpoints and Perspectives
SOURCE A: George Orwell – "Shooting an Elephant"
In this account, set in 1936, George Orwell is a young police officer serving in Burma, India, which was then part of the British Empire. He has been sent to deal with a troublesome elephant.
1 As I started forward practically the whole population of the quarter flocked out of the houses and
2 followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the
3 elephant. They had not shown much interest in the elephant when he was merely ravaging their
4 homes, but it was different now that he was going to be shot. It was a bit of fun to them, as it
5 would be to an English crowd; besides they wanted the meat. It made me vaguely uneasy. I had no
6 intention of shooting the elephant – I had merely sent for the rifle to defend myself if necessary –
7 and it is always unnerving to have a crowd following you. I marched down the hill, looking and
8 feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my
9 heels. At the bottom, when you got away from the huts, there was a metalled road and beyond
10 that a miry waste of paddy fields a thousand yards across, not yet ploughed but soggy from the first
11 rains and dotted with coarse grass. The elephant was standing eight yards from the road, his left
12 side towards us. He took not the slightest notice of the crowd's approach.
13 But at that moment I glanced round at the crowd that had followed me. It was an immense crowd,
14 two thousand at the least and growing every minute. It blocked the road for a long distance on
15 either side. I looked at the sea of yellow faces above the garish clothes-faces all happy and excited
16 over this bit of fun, all certain that the elephant was going to be shot. They were watching me as
17 they would watch a conjurer about to perform a trick. They did not like me, but with the magical
18 rifle in my hands I was momentarily worth watching. And suddenly I realized that I should have to
19 shoot the elephant after all. The people expected it of me and I had got to do it; I could feel their
20 two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there
21 with the rifle in my hands, that I first grasped the hollowness, the futility of the white man's
22 dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed
23 native crowd – seemingly the leading actor of the piece; but in reality I was only an absurd puppet
24 pushed to and fro by the will of those yellow faces behind. To come all that way, rifle in hand, with
25 two thousand people marching at my heels, and then to trail feebly away, having done nothing –
26 no, that was impossible. The crowd would laugh at me.
27 But I did not want to shoot the elephant. I watched him beating his bunch of grass against his
28 knees, with that preoccupied grandmotherly air that elephants have. It seemed to me that it would
29 be murder to shoot him.
30 It was perfectly clear to me what I ought to do. I ought to walk up to within, say, twenty-five yards
31 of the elephant and test his behaviour. If he charged, I could shoot; if he took no notice of me, it
32 would be safe to leave him until the mahout came back. But also I knew that I was going to do no
33 such thing. I was a poor shot with a rifle and the ground was soft mud into which one would sink at
34 every step. If the elephant charged and I missed him, I should have about as much chance as a toad
35 under a steam-roller. The sole thought in my mind was that if anything went wrong those two
36 thousand Burmans would see me pursued, caught, trampled on and reduced to a grinning corpse
37 like that Indian up the hill. And if that happened it was quite probable that some of them would
38 laugh. That would never do.
39 There was only one alternative. I shoved the cartridges into the magazine and lay down on the road
40 to get a better aim. The crowd grew very still, and a deep, low, happy sigh, as of people who see
41 the theatre curtain go up at last, breathed from innumerable throats. They were going to have
42 their bit of fun after all.
SOURCE B: Taken from The Daily Mail online, March 28th, 2011
Anne's agony: battered, kicked and stabbed, the desperate plight of Britain's last circus elephant
1 With each repeated blow, the pitchfork makes a sickening thwack as it slams into Anne the
2 elephant's hide. She flinches, at one point even appearing to lose her footing under the weight
3 of a particularly savage strike. The disturbing images come from a secretly shot video which
4 campaigners say lays bare the cruel reality of her life as Britain's last circus elephant.
5 In secretly shot video, a worker swings a vicious kick into the belly of 58-year-old Anne the
6 elephant. Animal Defenders International planted the device because of concerns about how
7 Anne was being treated at Bobby Roberts's Super Circus. It shows Anne enduring the abuse at
8 the hands of her so-called 'carers' while shackled in a dingy barn during the circus' winter break.
9 As well as being repeatedly hit with a pitchfork by one worker employed to feed and look after
10 her, the 58-year-old elephant also appears to be stabbed in the face with the tool's metal prongs
11 during one attack. A total of 48 strikes, including kicks to her body and head, were recorded as
12 she was left chained to the spot by her legs.
13 Campaigners claimed shackling Anne with leg irons is particularly cruel because she suffers
14 arthritis and her movements are already badly hampered. They have repeatedly called for circus
15 owner Bobby Roberts to hand over Anne so she can live out her days in a wildlife sanctuary. But
16 Mr Roberts, whose Super Circus began its latest tour on Thursday, insists the elephant is 'part of
17 the family' and to separate her from the circus would cause her to 'pine away and die'. Anne is
18 the oldest surviving elephant in Europe and is wheeled out in a headdress to pose for
19 photographs with audience members up to twice a day.
20
The Asian elephant has been travelling with the Bobby Roberts Super Circus since the 1950s
21 when she was bought by Mr Roberts's parents for around £3,000. At the time she was one of
22 many performing elephants but since then most circuses have stopped using animals. In 2005,
23 her plight was revealed by our sister newspaper the Mail on Sunday and angry readers sent
24 more than 1,500 letters to Ben Bradshaw, then Labour's Animal Health and Welfare Minister.
25 Jan Creamer, who leads Animal Defenders International (ADI), said her organisation has been
26 concerned for Anne's welfare for 'many years'. She called on police to examine the material
27 with a view to investigating the circus for offences under the Animal Welfare Act. Ms Creamer
28 said: 'ADI is discussing the potential for legal action with its lawyers and will be in touch with the
29 police. Poor Anne has been with the circus for over 50 years since she was a baby, having been
30 caught in the wild and torn from her family. Elephants are social and extremely intelligent so
31 this has been a living hell for her. At last we have managed to expose this circus operation for
32 the cruel farce that it is.'
Q1: Read Source A, lines 27 to the end.
Choose four statements below which are TRUE.
- Orwell was keen to shoot the elephant.
-
The elephant is causing chaos, stampeding in the village.
- Orwell felt that it would be cruel to shoot the elephant.
- Orwell lay down to get a better aim.
- Orwell claims to be a good shot with the rifle.
- Orwell claims to be a poor shot with the rifle.
- The villagers wanted to see Orwell shoot the elephant.
Q2: Refer to source A and Source B. Write a summary to explain the differences in the writers' attitudes to the elephant they each describe.
Q3: Re-read the extract below, from Source B.
"With each repeated blow, the pitchfork makes a sickening thwack as it slams into Anne the elephant's hide. She flinches, at one point even appearing to lose her footing under the weight of a particularly savage strike. The disturbing images come from a secretly shot video which campaigners say lays bare the cruel reality of her life as Britain's last circus elephant.
In secretly shot video, a worker swings a vicious kick into the belly of 58-year-old Anne the elephant. Animal Defenders International planted the device because of concerns about how Anne was being treated at Bobby Roberts's Super Circus. It shows Anne enduring the abuse at the hands of her socalled 'carers' while shackled in a dingy barn during the circus' winter break.
As well as being repeatedly hit with a pitchfork by one worker employed to feed and look after her, the 58-year-old elephant also appears to be stabbed in the face with the tool's metal prongs during one attack. A total of 48 strikes, including kicks to her body and head, were recorded as she was left chained to the spot by her legs."
How does the writer use language here to convey the cruelty suffered by Annie the circus elephant?
Q4: Now refer to both Source A and Source B. Compare how the writers convey their attitudes to the elephant they each describe.
[16 marks]
In your answer, you should:
* compare their different attitudes
* compare the methods they use to convey their attitudes
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QUICK REFERENCE GUIDE FOR FAMILIES
HOW TO USE CHOICES360 WITH YOUR STUDENT
Read on to learn about some of the great resources on Choices360 that you can use to help your student become career and college ready.
HOW TO USE CHOICES360 WITH YOUR STUDENT
This guide is designed to help families locate key features on Choices360 that you can use to work with your student to address the following 4 important questions families ask. How can I help my student:
* Learn more about their interests, skills and work values and get a list of matching suggested careers?
* Learn more about a wide range of careers, how much education or training is needed for each, what the typical income is, and whether or not the career has a bright outlook, or not?
* Take the right steps, at the right time, to prepare for college and other postsecondary institutions
* Discover the postsecondary educational and training institutions where they can be prepared to enter the careers they want to explore?
* Learn about programs and majors that prepare students to enter selected careers
HOW TO HELP YOUR STUDENT LEARN ABOUT THEIR INTERESTS, SKILLS AND WORK VALUES
To help your student learn about their interests, skills and work values:
1. Click the Career Planning tab.
2. Click Learn About Yourself
3. If your student needs help identifying their:
* Interests - and locating suggested careers for people who have those interests, have your student take either The Career Key or the Interest Profiler.
* Skills - and locating suggested careers for people who have those skills, have your student take either the Basic Skills Survey or the Transferable Skills Checklist.
* Work Values - and locating suggested careers for people who have those work values, have your student take the Work Values Sorter.
4. Ask your student to click the Add to Portfolio link on the left-hand side of any career's profile they would like to save from the lists of suggested careers to one of the assessments above.
HOW TO HELP YOUR STUDENT LEARN HOW TO EXPLORE CAREERS
To help your student learn how to explore careers on Choices360:
1. Click the Career Planning tab.
2. Click Explore Careers
3. Here are just some of the tools you and your student can use to explore careers:
* Browse Career Clusters – careers are organized into 16 career clusters. Click on the name of any cluster to open a list
of careers in that cluster. Click on the name of any career in that list to open a profile of that career. Some of the features of career profiles are:
o What They Do, What To Learn, Money And Outlook and Connections are some of the topics that can be explored by using the tabs along the left hand side.
o Add to Portfolio. To save a career profile to their portfolio so they can easily review it at a later time, have your student click Add to Portfolio in the lower left section.
o Multimedia, also on the right hand side, allows a student to watch a short video in which a person who has this career describes what they do in a typical work setting.
* Career Exploration Tools – the following tools allow a student to search for careers using a wide range of characteristics, or to examine careers and career plans in more depth.
o Career Finder – the Career Finder is a powerful search tool that allows a student to combine a variety of characteristics in a search for careers that match desired factors. In addition, results from some of the assessments
the student may have taken in the Learn About Yourself section above can be imported into the search to give it more meaning.
o Compare Careers allows a student to compare the current career alongside another career to learn what is similar and what is different.
o Career Plan Builder gives the student the option of building a career plan that includes work plans, learning plans and life plans.
* Browse Careers provides a student with the following options:
o Video List displays a list of all the careers that have a video plus key information in a chart
o Military Careers displays careers that are available in the armed forces.
* Career-O-Matic is intended to help students see how important it is to use tools like those listed here in the Explore Careers section by randomly displaying funny career possibilities each time the student clicks and drags the red handle on the Career-O-Matic down. Leaving something as important as your future career to chance is just as absurd as the names of these careers sound. Try it a few times, and see!
* The Buzz is a great resource in which we identify careers and career trends that are emerging. They are organized according to the same 16 career clusters that were used in the Browse Career Clusters section. Click a career cluster, and see what's trending!
4. Ask your student to click the Add to Portfolio link on the left-hand side of any career profile they would like to save from the lists of suggested careers displayed in any of the Explore Careers tools.
HOW TO HELP YOUR STUDENT PREPARE FOR COLLEGE AND OTHER POSTSECONDARY INSTITUTIONS
To help your student learn how to prepare for colleges and other postsecondary programs and institutions on Choices360:
1. Click the College Planning tab.
2. Click Prepare for College
* College Planning Timeline provides your student with a helpful list of important steps to take from 7th grade through 12th grade and beyond.
* Getting Ready For College provides links to Answers to Your College Questions as well as links to a variety of additional topics such as Postsecondary Options and a Glossary of terms.
HOW TO HELP YOUR STUDENT EXPLORE COLLEGES AND OTHER POSTSECONDARY INSTITUTIONS
To help your student discover the postsecondary educational and training institutions where they can get prepared to enter their desired careers:
1. Click the College Planning tab.
2. Click Explore Postsecondary Schools
* Search For Colleges provides a:
o Custom Search – with this tool, your student can select a School type, such as a Two-year or Four-year school, then select a Location. Options include any of the 50 states, the nation as a whole, a region or one of the territories. Click View Matching Schools.
o Quick Search – with this tool, your student can type a school name, or part of a name, then click Search to display a list of schools containing that name, or part of a name.
* School Exploration Tools provides additional school search options, including:
o School Finder – search for schools using a comprehensive list of school characteristics.
o College Matching Assistant – a quick search for schools
o Compare Schools - compare schools side-by-side to see they stack up
o Distance Search – find the campus closest to any zip code
* Browse Schools provides your student with the options to browse Four-Year, Two-Year, Graduate, or in Your-Saved Schools, they can review a list of schools they have saved to their portfolio.
3. Ask your student to click Save to Your Portfolio on the left hand side of any school's profile to save to their portfolio when they view schools from any of the Explore Postsecondary School tools.
HOW TO HELP YOUR STUDENT EXPLORE PROGRAMS AND MAJORS
1. Click the College Planning tab.
2. Click Explore Programs and Majors
* Search for Programs and Majors – type the name, or part of the name, of a program or major in the Search for field. Click Go to display a list of programs and majors containing that name. Or, click on a letter of the alphabet in the grid to see a list of programs and majors that begin with that letter.
* Browse Programs and Majors – click any of the 16 career clusters to display a list of programs and majors your student might pursue in order to become prepared to enter a career in that field.
4. Ask your student to click Save to Portfolio on the left hand side of any program or major's profile to save to their portfolio when they view programs and majors from any of the Explore Programs and Majors tools. | <urn:uuid:5cba181d-b585-4168-b4a8-54f2a23fdeef> | CC-MAIN-2018-51 | https://content.xap.com/media/29699/qrg_for_families_how_to_use_choices360_with_your_student.pdf | 2018-12-18T13:52:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00076.warc.gz | 558,458,737 | 1,628 | eng_Latn | eng_Latn | 0.997906 | eng_Latn | 0.998588 | [
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By Annie Stuart
Published: June 7 2010
Any of this sound familiar? Your child's teacher tells you that your son is having trouble sitting still in class…. Every day, homework turns into a teary-eyed, hair-pulling, paper-tearing tug o' war…. Your teen is caught painting graffiti on the bathroom wall…. You may be baffled by behaviors like these. And, you may wonder whether they could be linked to a learning disability (LD).
What follows is a brief overview of some behavioral red flags of learning disabilities. Remember: even when LD is linked to puzzling behaviors, it's likely other factors contribute as well.
Typical Behaviors in Kids with LD
Tobey Shaw, M.A., is principal of the Frostig School, a K–12 school in Pasadena, California, for children with learning disabilities and related learning problems. When kids first come to the Frostig School from other schools, Shaw and her colleagues typically see behaviors such as learned helplessness. "They've learned, I can't do this, so why try?" she says.
Impulsiveness, inattention, or distractibility is also common. How do these show up in the classroom or at home? In some cases, kids need to move around a lot. Or, they might shout out, instead of raising their hands, says Shaw. Sometimes kids rush through projects or push books off tables, rather than saying they don't know how to do something. "We don't necessarily see these as behavioral 'problems' but rather as behaviors that are 'part and parcel' of the LD or ADHD," says Shaw.
Weaknesses in social skills also come with the territory, she says. Kids might have language-based LD, so they may not understand certain social cues or language pragmatics. "They misread things, or they can't gauge their audience. For example, they don't understand why the language they hear on MTV isn't appropriate for school." All of this can make it more difficult for them to develop friendships and to become independent.
Falling behind in language-based areas — reading, writing, math, or verbal social skills — can also make a child feel less worthy. Since school is common to all kids, not making progress the way others do can inflict a big blow to self-esteem, also affecting behavior, says Thomas McIntyre, Ph.D., professor of special education at Hunter College of City University of New York.
"Our greatest human psychological need is to 'belong,' to have a soft place to fall," says McIntyre. But with LD, the hurdles are higher.
Behavioral Signs of LD in Grade School
Steven E. Curtis, Ph.D., school and clinical psychologist with 25 years of experience working with children and parents, and former special education director at Seattle University, agrees that early signs of learning disabilities may show up as
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disruptiveness at first. As children begin doing print-based work in kindergarten, for example, they may have trouble focusing or paying attention, doing what they can to avoid the task at hand. As first grade "ups the ante," kids may become somewhat aggressive or behave as though they don't want to grow up, he says.
Then somewhere around second grade, children with LD typically go down one of two paths, says Curtis. "They can turn into a really nice, charming child, woo the daylights out of you, and make you think they're on task," he says. "But they're really covering up and not doing anything. With kids like that, you'll ask, 'How's school?' and they'll answer, 'Great!'"
This is more likely to happen, he says, in classrooms where teachers are not assessing children on a regular basis. These children are also more likely to slip through the cracks in classrooms where there is lots of parental involvement. Then tracking progress with individual kids may be more challenging. "Kids are good at covering up, so you have to be sophisticated at spotting it."
The other behavioral route children with LD may take is to become frustrated, check out, and get turned off to school. These two pathways – the charming cover-up or the aimless off-ramp – can continue throughout third and fourth grades, unless someone intervenes.
Behavioral signs of LD in a grade schooler may include:
Not wanting to go to school
Complaining about the teacher
Saying the work is too hard
Not wanting to show schoolwork to parents
Refusing to engage in a task
Avoiding assignments
Seeking a great deal of attention and assistance from the teacher
Saying negative things about his or her academic abilities such as, "I'm stupid"
Behavioral Signs of LD in Middle School
As kids move into middle school, behavioral signs of LD might show up as more and more excuses for not doing the homework and more resistance to reading and writing, says McIntyre.
"But that's human nature," he says. "We try to avoid things that are excruciatingly difficult, we try to avoid failing in school." A challenge might be good, but if it is beyond your child's current skill level, it can quickly become overwhelming. If the teacher asks kids to do something publicly, they often feel they have a choice: They can be bad or they can be dumb. "And bad trumps dumb as a public image thing," says McIntyre. "Sometimes kids are forced into the behavior we complain about. But they're just trying to protect their inner sense of self."
In addition to the signs that may show up in grade school, signs of LD in a middle schooler may include:
Refusing to work at school or resisting doing homework
Refusing to follow the teacher's directions in order to get sent from the room
Using other delay tactics to avoid doing an assignment
Cutting class
Bullying
Behavioral Signs of LD in High School
Sometimes behavioral signs of learning disabilities show up later – in high school or even college, says Curtis. How was this missed early on? Maybe a child has a less severe learning disability, making it harder to detect. Or, maybe you have a hard-working youngster who never wanted to ask for help. As the academic demands mount, however, so can frustration,
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anxiety, or depression. And, watching peers pick up things more easily adds insult to injury for a child who finds it harder to meet the challenges.
A high schooler might engage in actions that reflect rejection of school or low self-esteem. A teen might reject school because he or she feels poorly served by it, says McIntyre. Or, poor self-esteem might surface due to a sense of failure and being unable to do what others grasp quickly.
In addition to signs that show up in middle school, behavioral signs of LD in a teen may include:
Refusing to do homework
Skipping school
Of course, with adolescents come all the other physiological changes that accompany this stage of life, reminds Shaw. This may make it more difficult to sort out the source of the behavior at this stage.
What Next?
If any of this sounds familiar, it's time to pursue a formal evaluation to get to the root of your child's behavior. Regardless of the cause, obtaining help may not only enhance your child's academic success, but also improve his or her relationships at school, at home, and in the world at large. And, that's something best not left to chance.
Additional Resources
Understanding Your Child's Puzzling Behavior: A Guide for Parents of Children with Behavioral, Social, and Learning Challenges, by Steven E. Curtis, Ph.D.
The Behavior Survival Guide for Kids: How to Make Good Choices and Stay Out of Trouble, by Thomas McIntyre
Annie Stuart is a freelance writer and editor with nearly 25 years of experience. She specializes in consumer health, parenting, and learning disabilities, among other areas.
This article is made possible by a grant from the American Legion Child Welfare Foundation.
Visit LD.org for more information on this topic.
Copyright © 1999-2010 National Center for Learning Disabilities, Inc. All Rights Reserved.
"The power to hope, to succeed, and to learn."
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Preserving Memories- Caring for Your Heritage
Memories are an important part of all our lives. Old letters, photographs, scrapbooks, the family bible, and many other things help us to recall our past and the history of our family and communities. All of these things, however, are subject to decay and eventual destruction if they are not cared for properly.
The information found here is designed to help individuals better care for the things that preserve their memories. Press any of the following buttons to obtain information on:
- Letters, Diaries, Books, And other Paper Items
- VCR Tape
- Photographs
- Copying
- Sources of Supplies
- Scrapbooks, Photo Albums and other Memory Books
Letters, Diaries, Books and other Paper Items
Many families preserve letters, diaries, or other written documents in which family members discuss their life and times. World War II fiftieth anniversary remembrances have led many families to look for a relative's carefully stored letters home from the European theater. Other families have saved newspaper clippings of important family events, such as the announcements of births, marriages, or obituaries. The family bible can often be an heirloom handed from one generation to the next. Often when the letters are brought down from the attic or the clippings retrieved from the back of the closet, family members are upset to see the items are desintegrating.
Understanding the Problem
Since the 1860s all but the most expensive paper has been made from wood pulp. Manufacturers used wood pulp because it was much more plentiful and much less expensive than the cotton fibers they had previously used. Thus manufacturers could sell paper to consumers at a fraction of the former cost. However, paper made of wood included chemicals that had not been found in paper made in the earlier era. The most important change was the introduction of acid. Acid is what causes paper to slowly turn brown and become brittle. Eventually acidic paper will disintegrate into small pieces of confetti.
Exactly how long it takes for a specific piece of paper to self-destruct depends on the exact nature of the chemicals used to make the product and the way in which paper is stored. Newsprint is usually the cheapest paper available and tends to be the first to decay. Newspaper clippings can often show a significant amount of aging in ten to twenty-five years. Other paper will decay more slowly, but any paper over fifty years of age may have developed significant problems.
A second problem created by acid is acid migration. Acid migration is a term used to explain the phenomena in which acid from low quality paper tends to bleed out onto neighboring pieces of paper. A typical example of acid migration occurs when a newspaper clipping that had been enclosed with a letter is allowed to remain in contact with it for many years. When the letter is re-opened a brown stain in the outline of the clipping has often discolored the paper on which the letter was written. That stain is an example of acid migration. Acid migration not only discolors paper, it increases the acidic content in the area of the stain thus shortening the paper's lifespan.
The Enemies of Paper
The best way to minimize damage to your family records is to properly store your papers away from four hazards that measurably shorten paper's lifespan: heat, humidity, light, and careless handling by people.
Heat speeds chemical reactions and causes paper to decay more quickly. The rate of change is dramatic; doubling with every ten degree (fahrenheit) increase in temperature. Humidity can also destroy paper. Humidity does its harm in two ways. Humidity levels above seventy percent promotes mold growth. Rapid changes in humidity can also damage paper. Wide variations in humidity causes paper to "cycle," expanding and contracting as water is drawn from and goes back into the paper fibers. Bright light, particularly sunlight and fluorescent light, can also injure records. Like heat, ultra-violet radiation can speed chemical reactions that harm paper. However, damage from light usually shows up first in ink which fades and eventually disappears. Careless handling is probably the most frequent cause of harm to paper. Particularly as paper ages and becomes brittle, it will easily rip if it is not handled very gently.
Preserving Paper
Storing loose papers properly is an important step in preserving your family records. Proper storage can lengthen the useful life of any piece of paper. Some helpful ideas include:
Store family papers in a cool, dry place, where the humidity stays relatively constant. A bedroom closet is often a good choice particularly if the bedroom or the whole house, is air conditioned. A room where the temperature remains between sixty-five and seventy degrees fahrenheit with a constant relative humidity of about forty-five percent is an ideal environment. Uninsulated attics or damp basements are very poor places to store valuable family papers.
Do not expose paper to bright light for extended periods of time. If you feel strongly that you must frame and display a particular document, mat it in acidfree material, leave a small gap between the item and the glass of the frame, and spend a few extra dollars to purchase glass that filters out ultra-violet radiation. When hanging the item avoid a location where direct sunlight from a window or another source of light will reach it.
Do not store particularly bad pieces of paper touching higher quality paper. If you desire to store a poor quality piece of paper place it between two blank sheets of high quality paper. Acid will migrate into the blank paper, which can be thrown away, rather than into family letters or other heirlooms.
Do store papers opened (not folded), and flat. Fold lines place great stress on paper fiber. As paper ages and becomes brittle folds are the place were paper usually first cracks.
Paper Restoration - A Word of Caution
Over the years, professional conservators have developed a sophisticated array of tools and techniques that can be used to clean, restore and mend documents or books. Successfully using these procedures, however, frequently requires considerable skill, the use of toxic chemicals, and some good luck. Restoration of damaged paper is often expensive, frequently risky, and sometimes doesn't work. In most cases it should only be done by a professional conservator.
The best advice to most do-it-yourself restorers is to do nothing. Home remedies often not only fail to fix the problem but introduce new problems that are even more difficult to fix. It is usually better to store a partially damaged document under good conditions than to try to fix it without professional help. Perhaps the most destructive "home remedy" professional conservators face are repairs done with self-adhesive tape.
Self-adhesive tape should never be used to repair torn or ripped paper, or in an attempt to refasten torn covers to a book. Most tape sticks for only five to ten years. Eventually the tape fall offs, leaving behind a tear or rip imbedded with a sticky adhesive mess that discolors the paper. Even a trained conservator, who could fix the rip or tear in a way that is permanent, will find it difficult and probably impossible, to remove the adhesive and the discoloration from the paper.
Close behind tape in its destructive effect is the practice of lamination. Lamination does not lengthen the natural life of paper and its sticky plastic is virtually impossible to remove. Lamination should not be confused with the professional practice of "encapsulation." Encapsuled documents are placed between two sheets of inert plastic. However the "sandwich" that is created is sealed only around the edges, thus the document is not attached to the plastic in any way.
In general, the best advice for preserving your family papers is to store papers opened, flat, and in a cool, dry place and to restrain yourself and your family from attempting any kind of home repairs to damaged items.
Paper Care - A Checklist
Always store paper records in a cool, dry place.
Do not store paper in uninsulated attics or damp basements.
Always store paper away from bright light.
If you choose to frame and display a paper item, always use glass which filters out UV radiation in front of the document.
Store papers opened, rather than folded, and flat.
Separate "bad" pieces of paper from other items by sandwiching "bad" paper between two, blank sheets of quality paper.
Never put pressure sensitive tape on a document.
Never laminate a document.
Photographs
Photogr aphs have long been used to capture family memories. Every photographic process, however, is subject to decay and selfdestruction.
Understanding the Problem
Photographs employ a process in which a medium which has been coated with various chemicals that react to light is first exposed to a light source to "take" the picture and then is processed using other chemicals that fix and stabilize the image. The negative is then used to create prints on paper that has been coated with even more chemicals. Given the number of chemicals involved, it should not be surprising that no photograph is completely stable. Although in the short run it is insignificant, a small amount of sensitivity to light is always present. Photographs can also react rapidly and unpredictably in the presence of other chemicals.
All photographs fade over time. Traditionally processed black and white photographic prints may last a century or more. Color photographs, because of the various dyes used to create the color, are very susceptible to color change and fading. In particular color photos that are exhibited, may experience noticeable color change after only ten to fifteen years. Polaroid or other "instant" developing photographs are also likely to be chemically unstable and as a result fade very quickly.
The Enemies of Photographs
Photog
raphs are vulnerable to the same enemies as is paper; heat, humidity, light, and mishandling. Because of their chemical nature, photographs also often react negatively to the presence of other chemicals. Even the oils from a person's hands, if left on a photographic print or negative, can eventually cause finger prints to become permanently embedded in the image. Because photographic images are found on light sensitive materials that cannot be made completely stable, bright light is particularly destructive to photographs.
Preserving Photographs
Ideally, photographs should be stored in an extremely cool environment, with color filming lasting longest at a temperature of about forty degrees fahrenheit. Few people are willing to go through the expense and trouble of purchasing a refrigerator solely to store their film. More practical suggestions include:
Store photographs in the coolest place in a home that is not subject to high or rapid changes in humidity. Avoid the basement of most homes.
Always handle photographic prints and particularly photographic negatives by the edges. An even better option, is to wear light gloves made of a lint free material while handling photographic images.
Do not expose photographic prints or negatives to bright light for extended periods of time unless the negative from which the photograph was made can be found and is properly stored. If a negative is not available, a copy negative should be made prior to exhibiting the photographic print.
Use high quality color negative film and paper to take and print color photographs. After conducting independent tests for long-term durability, Henry Wilhelm, in The Permanence and Care of Color Photographs (1992) recommends among the negative film marketed for the amateur market the use of Fujicolor Super G 200, Konica Color Super SR 200 3M ScotchColor 200 Film or Polaroid OneFilm Color Print Film (ISO 200) in the medium speed range (ISO 160-200). Wilhelm's more surprising finding was that there was great variability in the fading quality of the paper upon which photos were printed. Fujicolor Super FA Type 3 and Fujicolor SFA3 papers could be exposed for fifty years without color fade.
By way of comparison Kokak's most popular papers began to fade after slightly more than ten years. Wilhelm is, in fact, critical of Kodak both for the company's practice of refusing to release data regarding the longevity of color prints printed on the firm's paper (Wilhelm states other companies routinely release this data) and for marketing papers to the public through ads that "suggested that the Ektacolor prints of the time would 'last a lifetime'" while knowing that the papers actually began to fade noticeably in less than a decade. When interviewing professional photographers who will take family photos at weddings or for studio shots it is wise to inquire about the kind of paper upon which they will print the photos.
Photographs: a Checklist
Store photographs in a cool place that is not subject to high humidity.
Store photographs away from bright light. If you choose to display family photographs use UV filtering glass.
Always handle photographs by their edges. Better yet, wear gloves when handling photographic items.
Select film with longevity in mind.
When employing a professional photographer ask that he or she print photos on long-lived paper.
Treat color photographs as a temporary medium and assume you will have to have them copied.
VCR Tapes
Over the last decade VCR tape has become a favorite way of preserving memories. VCR tape, however, is even more fragile than color photographs and thus individuals who use it to store family remembrances must take great care to use it with caution.
Understanding the Problem
VCR tape is created when metal oxides, lubricants, and plasticizers are "bound" to a "base" of clear polyester tape. This mix of chemicals serves a variety of purposes. Metal oxide records the magnetic impulses that are "read" by the VCR to recreate images on a television screen. Plasticizers help keep the film supple so it is less likely to break or stretch. Lubricants serve a similar purpose by helping to keep the tape moving smoothly through the mechanical transport system that moves the film from one spool, past the VCR "head," the device that "reads" the magnetic pulses recorded on the metal oxide, and on to the other spool.
Each of the component parts of the finished tape is subject to unique problems and a failure of any one of them can make the tape unplayable. Because the mix of component parts is complex even the best quality tape can begin to degrade quite quickly, often within a year or two after its manufacturing. Even under ideal conditions the binder that holds together this mix of chemicals is very delicate and it is usually quite easy to scrape off parts of the chemicals from the base. For whatever reason as degradation occurs the image that is played back on a television screen becomes poorer and poorer, until it can no longer be viewed.
The Enemies of VCR Tape
VCR tape is subject to harm from a variety of sources. Just as with paper and photographs heat can speed the chemical reactions that cause the tape to fail and humidity can encourage the growth of various biological agents that can destroy the tape.
"Binder breakdown" is a frequent cause for tape failure. Like all adhesive agents, as the binder ages it begins to lose its "stick." As this happens microscopic pieces of oxide as well as the other chemicals imbedded in the binder slowly fall away. As each bit of oxide is lost, a small piece of information is lost creating various problems when the tape is played.
Because VCR tape can only be viewed by playing it through a complicated mechanical device, a VCR, it is also frequently damaged by mechanical problems within a VCR. Dirt is the most frequent problem. Dirt, even microscopic particles, if located in strategic spots on the transport mechanism or VCR head can cause continual scratching of the VCR tapes. Each scratch scrapes off a bit more material from the polyester tape base and each loss of material further degrades the image.
Preserving VCR Tape
There is no long-term strategy for preserving VCR tape. It is reasonable to expect that most VCR tape, for one reason or another, will be unplayable after approximately a decade. Within this short life-span, however, it is possible to take steps that will keep the tape and the images preserved on the tape, in better condition, thus allowing for a higher quality copy of the tape to eventually be made.
Practical suggestions for maintaining VCR tape in good condition include:
Buy name brand VCR tape. The chemicals used by various manufacturers, quality control practices, and other procedures vary dramatically between manufacturers, with "no-name" tape usually being made as cheaply as possible. Lacking good studies on the reliability of various brands of VCR tape, a consumer can at least fall back on the advice that you often get what you pay for, and buying the cheapest tape available is asking for preservation trouble.
Make a "preservation" copy of the VCR tape as soon as it is shot. This can be done at home by mating two VCRs or it can be done at many shops which do VCR repairs. Check the preservation copy once a year, but otherwise never play it. This "pristine" copy will serve you well when the time comes to copy the tape onto a new tape. Pull out a second, "user" copy of the tape to show friends, neighbors, and relatives. Although with each viewing the user copy will slowly degrade, the images will be preserved in the best possible state on the "preservation" copy.
VCR tape should be viewed and rewound annually. Annual viewing makes it possible to detect problems before they lead to the catastrophic failure of the tape. Annual rewinding helps avoid a number of problems that can occur as the tightly wound VCR tape rests up against itself.
Always use a clean, well-functioning VCR machine to play the tape. Microscopic particles of dirt can cause irreparable damage to the tape as it races past the VCR head. Professional cleaning of a VCR machine, including demagnetization of the head, is always a good idea before the family tapes are pulled out for their annual screening. It is particularly important to make sure the VCR has recently been serviced before playing the preservation copy of your tapes.
Assume VCR tape will have to be copied. The medium of tape is very fragile and subject to a variety of fatal harms. Plan on copying tape at least once every ten years.
VCR Tape: A Checklist
Buy name brand tape.
Make a "preservation" copy of family tapes that will be used for subsequent copying.
View and rewind VCR tape annually in order to find image degradation before significant tape failure occurs.
Play family tapes (particularly a preservation copy) through a recently cleaned and adjusted VCR machine.
Assume VCR tape is a temporary medium and plan on regularly copying the tape.
Scrapbooks, Photo Albums and other Memory Books
Many people assemble "memory books" to help them record the history of themselves or their family. Commonly these involve an artifact in a "book" format, often 8.5x11 or 11x14 inches in size. Pictures, newspaper clippings, certificates, letters, tickets, souvenir programs, and a host of other memorabilia find their way into these books.
Understanding the Problem
Although memory books in the form of scrapbooks and photo albums are sold in stores across the country and used by thousands of people to preserve their family history, most memory books represent a witch's brew of problems that cause professional conservators to despair. The three most important problems found in scrapbooks are the material out of which they are made, the material used to fasten items into the scrapbook, and the mix of material placed in the book.
Most commercially purchased photo albums or scrapbooks are made of the most inexpensive paper available and thus have extremely high levels of acid. As a result not only with the scrapbook pages become brittle quite quickly but the acid from the poor paper will migrate into the family material placed in the scrapbook, shortening your the life of those items.
Most commercial scrapbooks are also bound together quite tightly. This tightness can cause significant problems as you add material to the pages often doubling or tripling the books original thickness. The growing thickness of the book causes the book to bulge and puts great strain on the binding. A binding under this type of stress will usually break very quickly.
Family papers have to somehow be fastened into the scrapbook. Most often this is done with some form of glue that is either purchased separately or has been imbedded onto the pages of the scrapbook by the manufacturer. In either case, after many years the glue loses its ability to bind materials together but leaves behind a permanent sticky residue that discolors and acidifies the material placed in the scrapbook.
The mix of material placed in a scrapbook can also cause problems. Photographs, highly acidic newspaper clippings, and other items often create peculiar chemical mixes that can cause unpredictable results.
Preserving Memory Books
The soundest advice regarding memory books is that you avoid them. Storing family history material separately is almost always better in the long run than trying to group the material together in a single volume. However, if you would like to create a memory book some practical suggestions include:
Do not use scrapbooks or photo albums found in department or discount stores. Rather purchase photo albums and memory books from catalog suppliers that sell archival quality products. A list of suppliers is included at the end of this document. Archival quality memory books, however, will cost at least two to three times the price of those sold in discount stores.
Do not use glue. Although a few archival quality (non-acidic, non-staining) glues are sold, there is no consistent labelling that tells the average consumer what mix of chemicals are contained in glue, nor can past tests of commercial glues be relied on since manufacturers are known to change their formulas without warning. Rather purchase chemically inert, mylar photo holders and insert items in these. These often come in sheets which have a variety of pocket sizes and are designed for insertion into a three ring binder.
Segregate material by type. Do not place newspaper clippings, letters, and photos all in the same pocket. Rather put each in its own pocket, using the plastic sheets to buffer one item from the other.
Store large scrapbooks flat rather than on end.
Use three-ring binders as an alternative to bound memory books. Three ring binders allow adequate room for the materials placed in the memory book. Binders neither crush the material nor do they have bindings that can be stressed and break. Many archival suppliers make available binders with attractive cloth covers that look very much like a bound volume.
Label items. Among the most frustrating experience of a family historian is to come upon great-aunt Lydia's photo album only to discover that none of the pictures are labelled. Great-aunt Lydia died in 1966 and today no one can identify the people in the photographs she carefully guarded. Always take the time to explain in writing the items in a memory book. Note who are in the pictures, as well as when and where the photos were taken. If letters are included that are not self-explanatory, for example "Lou" writing to "My Sweetest," write down who Lou and his sweetheart were. Among the goals of anyone who creates a memory book should be to bequeath useful information, not frustrating puzzles, to future family members.
Memory Books - a Checklist
Avoid scrapbooks or photo albums sold at most retail outlets
Purchase scrapbooks or photo albums from archival supply catalogs
Do not use glue or pressure sensitive tape in your scrapbook.
Mylar envelopes usually are the best way to store scrapbook items.
Segregate material by type.
Label material. For photographs include the full names of the individuals, and the date and place the photo was taken.
Store memory books flat rather than on edge.
Three ring binders are a useful substitute for bound memory books.
Copying: The Ultimate Solution
No matter how well anything is stored eventually the item will degrade to the point where it is either prohibitively expensive to repair it or where repair is no longer possible. When this point is reached copying is the only practical way to preserve the material into the future.
A Word of Caution Although modern copying technology can preserve items otherwise destined to be lost, most copying technologies do not reproduce the original item with total accuracy. Small amounts of clarity are lost each time an image is copied. This loss of clarity becomes more pronounced over generations of copies, as anyone can attest who has photocopied a copy of a copy and then compared it to the original. Digital technology can create an exact duplicate of the original, however because digital technology is stored in electro-magnetic media, like VCR tape it is susceptible to the very rapid decay.
Some practical suggestions
Despite its limitations, copying is the only practical way to preserve many items. If you are considering copying material some ideas to keep in mind include:
Paper items can be either photographed or copied using a photocopier. The image placed on paper by a photocopier is very stable, however, care should be taken to place the image on good-quality paper. Acid-free paper is best, and a high quality bond paper is a good second choice. Paper marketed as "photocopier paper" and loaded into most coin operated photocopiers is usually of poor quality.
When photographic copies of documents or photographs are made care should be taken to select a photographer experienced in copy work. Copy photography is as much an art as a science, and an experienced hand can often obtain a better copy image.
Contemporary color photographs of important family events, such as wedding photographs, will probably need to be copied about twenty-five years after they are taken in order to preserve their original color hues.
Contemporary VCR tapes of important family events will probably need to be copied about ten years after they are taken. If you have important family images on VCR tape you should pay particular attention to changing technology. No one wants to discover that their family tapes can be shown only on the last Betamax machine in America.
Material that has been glued in scrapbooks is very difficult to copy. Usually the only solution is to destroy the scrapbook in order to make good copies of the items found within the volume.
Suppliers
Although these are not the only vendors of archival material, these will mail catalogs upon request and offer supplies in small quantities.
Light Impressions P.O. Box 940 Rochester, NY 14607-3717 1-800-828-6216
Website: www.lightimpressionsdirect.com
University Products P.O. Box 101 Holyoke, MA 01041-0101 1-800-628-1912
Website: www.universityproducts.com
Conservation Resources
8000-H Forbes Place
Springfield, VA 22151
1-800-634-6932
Website: www.conservationresources.com
- Advice & Resources
o Documenting the Work of the Great Lakes Lighthouse Keepers Association
o Local Book Repair Service
o Preserving Memories- Caring for Your HeritageCurrently selected
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This material may not be reproduced, stored in a retrieval system or transmitted by any means, electronic, mechanical, photocopying without the permission of the copyright holder
Author Tim Hopper and DarrenKruisselbrink. Submitted AVANTE, July 2002.
Teaching Games for Understanding: What does it look like and how does it influence student skill learning and game performance?
Abstract
Teaching games for understanding (TGfU) is understood as problem-based approach to games teaching where the play of a game is taught to situated skill development. The TGfU approach has encouraged debate on games teaching which until recently has often polarized into skills v tactics arguments. In reality it is impossible to separate skills from tactics, the tactical use of skills is the essence of effective game playing. Based on Author's (2002) meaning matrix the TGfU approach will be analyzed from skill-progression and tactical progression perspectives. From this understanding the paper will draw on skill acquisition theories of information processing and dynamic systems to show how tactical and skill focused approaches influence student learning. The paper will conclude with recommendations for games teaching framed in an integration of skills and tactics in a TGfU approach.
Key Words: Tactical Approach, Skill acquisition, Instructional/Curricular practices Introduction: What is TGfU?
For the last two decades the teaching games for understanding (TGfU) approach has caused considerable debate in games teaching. The TGfU focuses upon teaching students tactical understanding before dealing with the performance of skills, as such the TGfU offers a tactical approach to games teaching emphasizing game performance before skill performance (Griffin, Mitchell, & Oslin, 1997; Werner, 1989). As such game
performance is understood as tactical awareness leading to effective skill selection and skill execution. Conversely, a "technique" approach focuses first on teaching students the skills to play the game then introducing tactical understanding once a skill base has been developed. The TGfU approach has stimulated research comparing technique v tactic approaches to games teaching (Alison & Thorpe, 1997; Rink, 1996; Turner & Martinek, 1992), however no clear benefits from a tactical or skill learning perspective have been shown. Though the results of these studies were inconclusive due to factors such as length of studies and problematic indicators of success, it was noted that children in a tactical approach model indicated more enjoyment when learning and did not show any less significant skill improvement. Indeed, Strean & Holt's (2000) research highlight that children, coaches and parents all acknowledge that games and game-like situations were more fun that technically oriented drills. Rink, French, & Graham (1996) commented that a key problem of the research into TGfU was discerning between a technique approach and a tactical approach. This concern highlights the problem of trying to separate technical skill learning from tactical learning. Effective games teaching from a TGfU perspective is about combining the teaching of tactical understanding with skill development, rather than focusing on one aspect or the other. This idea implies a game play experience for a tactic-to-skill approach to games teaching. Griffin et al., (1997) in their book devoted to an integrated tactical/skill approach for teaching games, state that "a tactical approach…lets your students experience the excitement of actual play before they begin practicing specific skills…When they understand why each skill is important, students can apply the skills effectively during game play" (p. 1).
We find that to understand a tactical approach to teaching games it is necessary to realize that the debate is not about a skill approach v tactic approach, rather it is about how to combine the two. In other words, should games teaching be skill-to-tactic or tactic-to-skill. To help answer this question this paper has two purposes:
1. To draw on the original TGfU work of Bunker and Thorpe (1986a) we clarify the TGfU approach by examining how to teach games based on an analysis of a "technique" perspective and a "tactical" perspective, and
2. To infer how students learn in a techniques approach and tactical approach by drawing on current skill acquisition theories, in particular information processing and dynamic systems theory.
In conclusion will make connections on recent work suggesting a situated learning perspective to games teaching (Kirk & MacPhail, 2002; Rovegno, Nevett, & Babiarz, 2001). Finally we conclude with support for more recent research on TGfU focused on examining student learning when tactics and skill learning are integrated
Background to the TGfU approach
The TGfU phrase was first coined in the United Kingdom in the early 1980s. The ideas were spawned by Thorpe, Bunker, & Almond (1986) and drew on the earlier work of Mauldon & Redfern (1981). The TGfU approach was proposed as an alternative to the technique approach because it was noted that techniques practiced in isolation did not transfer to the game. In addition Bunker & Thorpe (1986a) observed, and we believe this is still the same today, that "games teaching shows at best, a series of highly structured lessons leaning heavily on the teaching of techniques, or at worst lessons which rely on the children themselves to sustain interest in the game" (p. 7).
The TGfU approach was proposed as a way of putting the WHY of a game before the HOW. (Bunker & Thorpe, 1986a) suggested a six-stage model. A key focus of this model is that learners have to make decisions about "what to do" to play a game successfully, then "how to do" what they have realized they need. Based on this decision making learners are sensitized to their need to practice the necessary skills or way of playing to improve game performance (Griffin et. al., 1997). However, researchers such as Asquith (1989) and Laws (1994) have noted that in practice the TGfU has not necessary resulted in teachers being able "to stand back" and react to the tactical problems of game play. A tactical lesson can still involve teacher led questioning focused on one ability level where students are exposed to tactical problems they are ill equipped to solve. In this way tactics can be taught in a similar imposed manner to techniques without the necessary game modification to create students decision making based on their individual needs. To clarify what TGfU looks like we draw on Author's (2002) meaning matrix shown in Figure 1.
Games teaching matrix: Comparing technique perspective to a tactical perspective
In Figure 1 the matrix indicates how a "technique" approach relates to a "tactical" approach by highlighting how common misinterpretations of the two approaches often confuses understanding. The matrix is divided into four quadrants. On one side of the diagram is the traditional technique perspective to teaching games, on the other a tactical perspective to game playing. The top half of the diagram is games teaching with a student emphasis, on the bottom half of the diagram is games teaching with a content emphasis.
Insert Figure 1 about here
Focusing on a "technique" dominated approach, (Bunker & Thorpe, 1986c) argue that "often the teacher sees the teaching of techniques as the critical part of the lesson, indeed lists of skills are presented, week by week, to be ticked off and assessed in an evaluation of the children's performance" (p. 11). In Figure 1 this description would refer to the bottom left of the diagram. We have called this an "isolated skill focus" approach where covering content is emphasized over student learning. Though it appears that a progression of skills are being learned, in reality a progression of skills are covered but learned only by the most able, or those with previous ability. This problem is used by Bunker & Thorpe (1986c) to justify the need for a TGfU approach. Though we agree with their observation of the worst type of games teaching, often this critique obscures the need for skill progression. This critique alienates effective game teachers who work from a technique focus in their games teaching and offer a progression of skills based on the needs of learners who understand tactical play. Examples of this are skill development advocated by coaches of teams where children have been selected by ability to play on a team.
Bunker & Thorpe (1986c) noted "many teachers have realized that for many children the techniques are of little value and have let children get on with the game, only to realize that they seem to enjoy themselves more with less interference from the teacher" (p. 11). From this scenario a teacher can be left wondering what to teach. In the worstcase scenario this can lead to "'the' game focus" approach noted in the bottom right of the diagram. Here students may be playing "the" game of, say, soccer or baseball with the teacher emphasizing the content of the rules of the game and telling students where to position themselves in the game, but there is a lack of learning progression in the students' understanding of how to play tactically. In this situation the teacher is satisfied with the students being occupied in an organized recess type lesson. The problem with this approach is that the majority of students are over-whelmed by the complexity of the game and eventually the novelty of the game wears off, with even the more capable students becoming bored or frustrated with the game. Though organized recess has its place in a school PE program, as advocated in a Sport Education model (Siedentop & Tannehill, 2000), the concern is that this type of games lesson may not relate to the diverse abilities students. When a teacher simply lets the children play "the" game without allowance made for difference in learners' abilities and social inequalities, the lesson cannot be seen as a tactical lesson because it is missing the complexity of developmentally teaching tactics for evolving game structures.
The tactical perspective to games teaching located in the top right-hand side of the diagram has a student emphasis on learning and a tactical focus on game play. "Tactical focus" is a progression of strategic principles that are taught in relation to a gradually more increasing challenging environment. Strategic understanding refers to ways of playing like being consistent in badminton, or keeping possession of the ball in soccer, where students can practice without an opponent trying to beat them. Tactics refers to ways of playing (strategies) expressively selected in order to gain an advantage over an opponent. Once a tactical awareness is realized it can be practiced as a strategy to be used in a competitive game. Tactical understanding is complex and, as argued by Griffin et al., 1997, Mitchell et al. (1994), Author (1998) and Author & Another (2000), has to be taught in progressive elements related to the development and experience of the students. However, the TGfU approach draws on this tactical perspective to teach skills so that we teach from a game form where we play games to create the need for skills.
The technique perspective to games teaching located in the top left-hand side of the diagram has a student emphasis on learning and a technique focus to game play. A "technique" focus is a progression of skills taught in relation to a gradually more increasing challenging environment. Movement approaches to teaching games such as those discussed by Wall & Murray (1994) focus on developing skillful players. In this approach skill refinements related to movement concepts are taught that enable students to move from an elementary movement pattern to a mature movement pattern (Gallahue, 1996). In such an approach a student is given a broad open task such as "Selecting a ball of your own choice show me how you can keep the ball in the air after one bounce." As students attempt to keep the ball going the teacher can work on refinements such as more height for more time, bend your knees as you prepare to hit, keep the racquet head flat and beneath the ball. Some students can be guided to catch and send the ball if this task is too difficult or to change the ball to a slower bouncing ball. Others students can be encouraged to hit the ball without a catch. Students could then be asked to hit the ball over a line or to a target as the teacher refines their skill further. Eventually this task will be applied to an application game like the castle game discussed in the tactical approach. In this way the application game gives purpose to hitting the ball up in the air.
As Berkowitz (1996) explains "technical skill work still has its place, but never in isolation -- always as it would be in the game and mostly as a means to accomplish the tactical problem" (p. 45). She emphasizes that skills cannot be taught without tactical awareness. To combine skills and tactics a teacher needs to understand the developmental needs of the learner. In other words, what tactical awareness can learners comprehend and what level of skillfulness can they achieve. Skill progression implies a back and forth marriage with tactical awareness, where skill performance is realized
through tactical application. However, can skill performance be learned before tactical awareness?
This synthesis of technique and tactical perspectives to teaching games emphasizes how tactics and skills need to be taught together, based on the needs of learners. TGfU, seen as an alternative to a traditional technique approach, does not minimize a teaching focus on the development of technical skills, as the tactical v technique dichotomy would imply, but rather incorporates the teaching of technical skills with tactical understanding developed from a modified game. As shown in Figure 1, the TGfU approach draws together the tactical perspective and the techniques perspective to create an improved game performance. As such, the TGfU approach is not really an alternative to teaching technique, but an approach to games teaching based on the game playing needs of a learner. From playing a game a learner has a tactical awareness to perceive cues of what they should do in a game and what skill they need to improve their game performance.
Combine technique and tactical learning - finding the right game structure.
To effectively teach a student a game the teacher needs to teach a progression of skills needed to play the game (i.e. catching, kicking, striking), while at the same time introducing a progression of tactical awareness to play effectively (i.e. anticipate where the ball will travel, aim for the spaces).
In a "technique" approach, learners practice a skill in a space on their own or in pairs, possibly with simplified equipment and objects, with successful repetition as their goal. For example, in a tennis lesson a teacher could start by asking students, "How long can you keep the ball going in a rally with your partner throw feeding the ball?" The teacher could then emphasize the following technical points: (1) get racket back before the ball bounces, (2) hit a falling ball, (3) hit the ball high, and (4) follow through in the direction of your hit. In a way this is like a very simple modified game with a problem to solve. Too often it is perceived that a technique perspective to teaching games implies "telling" students how to do a skill. This is just one strategy to teaching that on its own does not enable meaningful learning. The whole array of teaching styles described by Mosston and Ashworth (1996) can be applied to any technique being learned.
In a "tactical" approach to games teaching this means involving learners in modified games. Games can be modified by simplifying game structures such as reducing the area of play, playing with fewer players, adapting rules to players needs, using lighter, smaller equipment, and using objects that move more slowly. Whilst playing modified forms of a game, students are asked to solve problems related to the game. For example, in a modified tennis game played in a tennis service box, a problem set by the teacher at the beginning of the lesson could be, "where should you go after hitting a ball into an opponent's court?" In this case, the location affording the greatest advantage is in the centre of the opponent's target area, an area that changes depending on where the ball is hit in an opponent's court. Understanding this positioning principle creates the opportunities to play a shot to become more consistent at hitting the ball and leads to the situation where the skill of accuracy is needed. With consistency the player then needs to know how to strike a ball so that it gets to the desired area.
For teaching games, the difference between a technical and tactical approach boils down to what constitutes a game. A game depends on the age of the learner, and the type of skill learned depends on the physical development and ability of the learner. In other words, to a young child hitting the ball against a wall and fetching it before it stops bouncing is a game, however to an older child this may seem pointless and become a boring skill practice. The TGfU model asks the teacher to discern which game structure will enable the student to play with improved game performance. As Kirk & MacPhail, (2002) highlight to improve skill use within a game a student needs a tactical awareness that comes from an emerging understanding of playing a game.
To emphasize why we feel tactical understanding should be taught first, the next section of this paper will consider current theories for student learning in sport. Drawing on the sport of tennis the next section will describe, from the perspective of skill acquisition theories, how students learn in a games lesson when technique is emphasized first (skill-to-tactic) compared to when tactics are emphasized first (tactic-to-skill).
Skill acquisition and game play
In tennis, becoming skilled is a gradual process that involves learning to implement the most appropriate movement pattern for situations that arise in game play. The problem that novice tennis players face is multifaceted; they need to learn which environmental cues are important and which are redundant in order to selectively attend to only the most essential information (Abernethy, 1987). Based on this information players need to select tactics that will allow them the best opportunity to score a point, and they need to precisely coordinate patterns of movement that will effectively accomplish the tactics they select.
The two dominant theoretical frameworks guiding the understanding of motor learning and control have been broadly categorized as the information processing approach, and the ecological/dynamical systems approach (van Wieringen, 1988; William, Davids, Burwitz, & Williams, 1992; William, Davids, & Williams, 1999; Wulf, McNevin, Shea, & Wright, 1999). Each of these will be briefly described, following which we will present arguments assessing the effectiveness of the skill-to-tactic
approach and a tactic-to-skill approach to improving game performance. Implications for applied practice will also be discussed.
Information Processing Approach: Introduction
The information processing approach is a cognitive approach that views the human player as a communication channel that processes incoming information through a series of hypothetical stages in order to produce a movement output (Schmidt & Wrisberg, 2000; Williams et al., 1992). It is commonly accepted that these stages include stimulus identification, which involves the assembly, recognition, and identification of environmental information, response selection, which involves deciding on whether a response will be made, and which response will be selected, and response programming, which involves organizing and executing movement (Schmidt & Wrisberg, 2000). The processing of information is assumed to require attention resources, which are limited in supply (for a review of models of limited attention capacity, see Williams et al., 1999). Subsequently, human players are only capable of processing a limited amount of information at any time, and at a limited rate (Fitts, 1954; Hick, 1952; Hyman, 1953).
Novice players and Expert players
Learning allows the human player to develop strategies to overcome these attention limitations (Salthouse, 1991). For example, one way more expert players overcome the limitations of attention capacity and processing rate is to become "perceptually efficient." That is, rather than taking in all the visual information in a scenario, they selectively attend to the information that is most relevant (Abernethy, 1993; Williams, Davids & Williams, 1999). More expert players can also execute skills more automatically than novice players, reducing the amount of attention that needs to be dedicated to programming a response. Thus, the advantage that experts gain through practice and
experience is that they require fewer attention resources at each of the series of information processing stages.
The concepts of learning, attention, and expertise are linked within the information processing approach (Magill, 1998; Schmidt & Wrisberg, 2000; Williams et al., 1999). Learning is viewed as a stage-like process of gaining expertise where characterized by a gradual reduction in the need for attention to produce motor skills (e.g. Fitts & Posner, 1967; Gentile, 1972; Newell, 1986). For example, in the Fitts and Posner model, the earliest stage of learning is identified as the verbal/cognitive stage. It is characterized by the need to gain a basic understanding of the fundamentals of the game, including the rules, tactics, and basic movements, as well as to begin to distinguish between information that is critical and non-critical in producing a response. This stage relies heavily on conscious and verbal cognitive activity as learners think and talk their way through various tasks (Schmidt & Wrisberg, 2000). Once these basics are understood, learners progress to the associative stage where they can begin to refine their movements and strategies until, after much practice, they may achieve the autonomous stage, where their implementation becomes nearly automatic.
In assessing the attention demands of tennis, there is a lot of information available for processing. In the stimulus identification stage, perceptual demands are made by environmental information, which includes the on-coming speed, direction, and spin of the ball, the direction, speed of motion, and on-court position of one's opponent, weather conditions, and so forth. In the response selection stage, previous information must be considered in light of the player's knowledge of their own strengths, weaknesses, and preferences, the strengths, weaknesses, and preferences of their opponent, the stage of the game, fatigue, etc., in order to come to a decision regarding the most appropriate tactic to employ. The response programming stage involves the organization, coordination and precise timing of muscular contractions in order to produce a movement that successfully completes the selected tactic. The ability for a novice to handle all of this information within the limited time available during game play is overwhelming if not impossible. Thus, the key for instructors in the earliest stages of learning is to reduce the attention demands on learners to a level that they can reasonably handle.
Part practice
Part practice is a frequently used strategy to reduce attention demands, and is defined as "practice on some set of components of the whole task as a prelude to performance of the whole task" (Wightman & Lintern, 1985, p. 280). Segmentation, fractionation, and simplification are part practice procedures available to instructors (Wightman & Lintern, 1985; see also in texts by Kluka, 1999; Magill, 1998; Schmidt & Wrisberg, 2000). Segmentation involves partitioning a whole task based on its spatial or temporal dimensions, practicing one part, and progressively adding more parts until the whole is achieved. In tennis this can be achieved at both the tactical and/or technical levels, but typically involves practicing the fundamental technical skills outside of the whole game context, and gradually incorporating restricted game situations into drills. Fractionation involves partitioning two or more subtasks that are normally executed together (e.g. separating tactical decisions from technical execution, or upper from lower body movements) and practicing them in isolation before combining them again. Simplification involves making a difficult task easier by adjusting one or more of its features (e.g. providing more time, equipment modifications, easing accuracy requirements) and gradually incorporating more of the characteristics of the whole task as learners demonstrate their capabilities.
Implications for technique and tactic approaches
Instructors who adhere to the technique approach (skill-to-tactic progression) frequently reduce attention demands for their learners through fractionation—separating technical and tactical practice (e.g. groundstrokes, serve), and segmentation—practicing component parts of skills (e.g. the toss, arm action, and follow-through of a serve). The purpose of these part practice procedures is to allow the learner's attention capacity to match the attention demands of the task. Once learners show improvement and some degree of automaticity has been achieved, attention can be directed towards higher order activities, such as more complicated technique, tactics, and eventually the full game environment. Thus the normal progression of learners implicitly advocated by the information processing approach is from skills, to tactics, to a full game. Indeed, many motor learning texts state that once the attention demands of response programming diminish, attention can be directed towards higher-level activities, such as tactics and strategy (Kluka, 1999; Magill, 1998; Schmidt & Lee, 2000; Schmidt, 1991; Schmidt & Wrisberg, 2000). However, this type of repetition is very boring to the learner, especially if they have not experienced the excitement of playing the game for which the skill is needed.
Tactical approach (tactic-to-skill) also represents an approach to reducing the attention demands on learners. However this is accomplished by the simplification part practice procedure. Tactical approach uses modified games, which simplify both tactics and technique by reducing space, increasing time, and using modified equipment to introduce the major principles of the whole game to learners. Once basic decision-making rules are understood and can be implemented in the simplest modified game, it can be altered to incorporate more of the features found in the whole game. By adjusting
modified games, more of the technical form and tactics of the full game can be incorporated into practice until learners find themselves performing in a whole game environment. The key difference between the tactic-to-skill and the skill-to-tactic approaches to games teaching is the part practice procedure that is used. Fractionation emphasizes technique over tactics, while simplification emphasizes tactical understanding as the primary goal with technical development as a secondary goal at the novice stage of learning.
The part practice procedure adopted by each approach effectively reduces attention demands on novice learners by manipulating the task until a reasonable degree of mastery has been achieved. Then learners are challenged by gradually increasing the demands of the task until they resemble those of the full game. This way, learners' ability to cope with task demands is never completely overloaded. From the perspective of creating a learning environment where the processing limitations of learners' are taken into account, each approach is successful. However, each approach must also be assessed with regards to how effectively learning transfers to the criterion situation, which is the game. Ideally, the information processing requirements of practice should prepare learners for what they will face in a game so that the adaptations they make during practice can transfer to games (Lee, 1988).
As explained above, the information-processing model is serial in nature, with the response selection stage following the stimulus identification stage, and the response programming stage following the response selection stage. The skill-to-tactic approach to games teaching minimizes decision-making (response selection) early in learning, while emphasizing technical mastery. One problem with adopting this approach is that with few decisions to make during practice, the response selection stage can be bypassed. As a result, information can be processed in the response programming stage immediately following stimulus identification. For clarity of argument, we'll label the three stages of information processing A (stimulus identification), B (response selection), and C (response programming). In the skill-to-tactic approach, drills typically foster a consistent A-C mapping. A game, however, is dynamic requiring players to continuously sample the environment and make decisions based on the information they perceive. Learners encounter many situations in games whose solutions are not always as neat and clear cut as they are in practice drills. Thus, the information processing demands of a game (A-B-C) are different than those of practice (A-C). Owing to a lack of practice in processing information at the response selection stage (deciding what to do), learners may respond by implementing a technique without a purpose (e.g. hit a forehand drive over the net), or may become overloaded and confused by the demands of what amounts to a novel situation.
In the skill-to-tactic approach it is argued that once technical skills have been automated to a reasonable level, attention can be gradually and progressively directed towards tactics and strategy. However, consistently mapping A-C, over time, leads to the formation of habitual, automatic ways of responding (Schmidt & Bjork, 1992); learners will habitually implement a technique without due consideration of strategy, since that is what they have practiced. For a learner to consider tactical demands what is required is more than simply directing attention to this aspect of the game, it requires them to replace one habitual pattern of responding with another. In essence, trying to squeeze decisionmaking between perception and response programming requires learners' un-learn one habit (A-C) and replace it with another (A-B-C), which takes time and effort. The danger of this approach is that in stressful game situations when arousal levels increase, players are likely to regress to their most dominant habit (Fuchs, 1962; Schmidt & Wrisberg, 2000). Applied to tennis, when faced with a ball coming to the forehand side, the goal of players may be simply to hit it back over the net, rather than hitting it to a particular target location for a particular strategic purpose. By working to automate response programming first, learners develop decent skills, but when it comes to games they are more likely to fit learned skills into a situation rather than assess the situation and use the appropriate skills to achieve a particular tactical goal.
The tactic-to-skill approach can be thought of as a principle-based approach. Similar to the skill-to-tactic approach, the demands for attention are reduced early in learning. However this is achieved through simplification rather than fractionation and segmentation part practice procedures. Simplification is achieved through the use of modified games designed to incorporate critical response selection principles but reduced response programming demands. This way, learners must continually decide "what to do" as they practice, and are able to discover the range of movement capable of achieving their tactical goal. Once initial response selection and response programming processes become more automated, the simplified games can be altered to incorporate more of the complexities of the full game. The advantage of skills practice in the tactical approach is that it is done from within a context, which produces learners who learn to solve problems (Higgins, 1991). In this sense, practice within the tactical approach facilitates transfer to games since, from the start, learners' process information during practice in relation to the way they are required to process information in the game. In practices, as in games, learners assess the game environment in order to select an appropriate strategy, following which they implement a pattern of movement that will achieve their tactical
goal (A-B-C). Emerging tactical understanding is needed to facilitate skill development leading to improved game performance.
Dynamical Systems Approach: Introduction
A more recent approach to understanding motor behavior is the dynamical systems approach. In the dynamical systems approach movement is viewed as an emergent property of a self-organizing system (Walter, Lee & Sternad, 1998; Wulf, McNevin, Shea & Wright, 1999). In the game of tennis, for example, players are faced with a variety of situations in which the overall goal is similar—keep the ball in play. In each of these situations, there are a variety of tactics that can be applied, and for any given tactic there are a variety of ways to coordinate movement to achieve the tactical goal. The learner's job is to figure out how to best coordinate their many moving parts to successfully achieve these tactical goals (Hodges, McGarry & Franks, 1998). Thus, the form of technique per se is secondary. Achieving the tactical goal by any means possible is what drives movement. Although this view of motor coordination affords the motor system incredible freedom to generate patterns of movement, some patterns of movement are simply more effective and efficient than others.
Movement patterns
As noted by Van der Kamp, Vereijken and Savelsbergh (1996), in dynamic systems theory the movement pattern that eventually emerges forms spontaneously as a function of physical and informational constraints. These include the structural characteristics of the player's body, their personal characteristics, the objects and motion in the environment, and the rules of the game (Clark, 1995; Newell, 1986; Temprado & Laurent, 2000; Vereijken, 1999). Each of these restrictions limits how players' movements can be coordinated (Corbetta & Vereijken, 1999). Furthermore, Davids and
Button (2000), Temprado and Laurent, (2000) and Wulf et al. (1999) have proposed that intention should been considered as a constraint. This means that players' intentions should also be viewed as a constraint, reflecting the influence of knowledge on the form that movement ultimately takes.
Constraints from all sources place limits on the range of movements that can effectively accomplish a task goal. The neuromuscular system works within these confines to organize a pattern of muscle activity around joints that allows the player's body to act as a single unit (Clark, 1995; Higgins, 1985; Turvey, 1990). Turvey (1990) refers to this temporary assembly of united joint action as a coordinative structure
Although the coordinative structure that emerges in similar situations can be variable, it tends to stabilize over time. A stabilized movement pattern is known as an attractor (Clark, 1995). The assumption is that the goal of the motor system is to settle into an attractor state. In sport, it is further assumed that, for each individual, there is an optimal coordination pattern for any given task based on the interaction of each individual's unique physical constraints, and the informational constraints present in the environment. The challenge for all learners is to find this optimal coordination pattern (Wulf et al., 1999). This discovery process may be more or less difficult depending on the existing coordination preferences of the individual. An individual's intrinsic dynamics refers to attractor states that represent their preferred modes of coordination (Clark, 1995; Corbetta & Vereijken, 1999). Learning a new coordination pattern involves competition between an individual's intrinsic dynamics and the optimal movement pattern (Davids & Button, 2000; Lee, 1998). With practice, learners can modify intrinsic dynamics to produce the optimal coordinative structure demanded by the new task (Corbetta & Vereijken, 1999). To do this, learners must destabilize intrinsic dynamics, and search for the optimal
coordination pattern. The degree of similarity between an optimal movement pattern and intrinsic dynamics provides a clue as to how quickly and how much practice will be needed for the optimal pattern to become the preferred attractor state.
Implications for tactical and technique approaches
In tennis, there are many constraints. However, regardless of the situation, the player's goal is to match the spatial features of the racquet with the spatial and temporal features of the ball such that the ball travels over the net and lands within the boundaries of the court, preferably where one's opponent will have the most difficulty returning it. Quite a set of constraints! But there is more. To achieve this tactical goal, the racquet face must be held at a specific orientation when it contacts the ball. Movements that place the racquet at the appropriate orientation must accomplish this at the appropriate time, and are further constrained by the properties of the racquet itself (size, weight) as well as the flight path, spin, and speed of the ball. Furthermore, the movement path of the racquet head once a stroke has been initiated is constrained by the style of grip adopted by the player, while tactical considerations constrain preparatory off-the-ball movements (e.g. footwork and body orientation) so that the player may hit the ball to a particular location in the opposite court. These constraints also interact with movement limitations caused by the player's physique (structural constraints) as well as their preferred pattern of movement (intrinsic dynamics). These constraints converge to severely restrict the movement pattern that will successfully accomplish the player's tactical goal. Assessed from the dynamical systems approach, the only difference between the skill-to-tactic and tactic-to-skill approaches to games teaching is the presence or absence of tactical constraints.
In the tactical approach, the combination of tactical learning and reduced technical requirements through the use of modified games, allows learners to set tactical goals for action based on the information at hand. By necessity, the tactical goals that learners determine constrain the movements that will achieve them. What learners learn under the tactical approach is to generate tactical action goals based on dynamic informational constraints (position and motion of the opponent, etc), and generate appropriate off-theball movements in order to assume a court position that will allow them to hit the ball to a particular location. As learners develop more effective tactical goals, they also develop new skills and further refine previously learned skills in order to achieve them.
The skill-to-tactic approach also appears to make good use of dynamical systems principles in the development of technique. Intrinsic dynamics must be destabilized, and new dynamics discovered and practiced in order to establish an appropriate attractor state. However, in the absence of tactical goals, an important constraint is released, which allows more room for movement variability. That is, if a player wants to place the ball in the far left corner, her movement must be more precise than if her goal is simply to get the ball over the net. Once the new attractor has sufficient strength, it seems a short step to add tactical constraints. However, the addition of tactical constraints, which depend on players' knowledge (an intentional constraint), requires destabilizing the old attractor, since the optimal movement pattern must be modified. This is where the classic problem of skills not transferring into the game is witnessed, and links back to the concerns highlight by Bunker and Thorpe when they suggested the TGfU approach.
Conclusion
Figure 1 highlights how a "technique" focus and a "tactical" focus for games teaching are linked as two essential components. The teacher of games must have knowledge of
both skill progressions and tactical progressions. The ability to shift between the two perspectives means that game teachers transform the content knowledge into forms that are pedagogically powerful, yet adaptive to the variations in ability and background presented by students (Griffin, Dodds, & Rovengo, 1996). Emphasizing either perspective at the expense of the other results in a mis-interpretation of how to teach students to play games. The arrows in Figure 1 highlight how the movement in games teaching is aimed at the gray shaped area between "technique" and "tactical" perspectives, the TGfU game performance domain. The TGfU approach strives for this domain by focusing on game-like games that the student can play. Support from the information processing and dynamic system theories show that the key to learning games is that the TGfU promotes games by using the self-propelling motivation of games to foster increased skillfulness. The teacher has to meet the challenge of developing gamelike games dependent on the age and prior experience of each student.
We recommend that when teaching games practitioners should use Figure 1 as a guide. As the arrows indicate the teacher should adapt the lesson to try to shift learning into the play rich area of the TGfU domain. When teaching games it is too easy to focus on content, believing you are teaching tactics or techniques, when in reality you are covering material but not engaging the learner. Instead, what is needed is a modified game framed with a tactical awareness problem associated with the "Tactical progression" for the learners' abilities. If the game is too complex, or students do not realize the tactical needs of the game the teaching episode has slipped into a content focus in "'the' game focus". In this situation the teacher must adapt game structures, with the goal of making the game play. Based on students' awareness of the situation the teacher may simply repeat a familiar skill to automate it for use in the game ("skill
learning progression"), before return back to the modified game. If skill practice lacks a tactical frame then it can sink into the "Isolated skill focus" where students practice but without meaning with a limited chance for the skill transferring into the play of the game. At this point a modified game is needed to reframe the learning process. This process of games adapted to players needs and skill progressions develops student meaningful skill improvement, leading to students' shaping their own practice, and in time learning to modify games to suit each others playing abilities.
Initial interest in the TGfU approach started in the UK with teachers researching their own practice in an attempt to improve games teaching (Almond, 1986; Burrows & Abbey, 1986; Jackson, 1986). Experimental design research comparing skill-based lessons to tactical based lessons has tried to inform our knowledge of teaching games. However this separating of the approaches is questionable and artificially simplifies the complexity of games teaching (Rink et al., 1996). More recent work by (Kirk & MacPhail, 2002) offers a rethinking of the TGfU model from a situated learning perspective. Their article focuses learning theory more on the active engagement of the learner with the environment, and through perception and decision-making how the learner adapts new knowledge to fit what they already know. This leads the teacher to focus more on the prior knowledge of individuals, such as TV viewing and related sports, to frame learning experiences. The Griffin & Placek (2001) monograph reports research focused on how TGfU affects student learning. Such a publication offers promising insights from collaborative research between researchers from motor learning and sport pedagogy. This research emphasized the interplay between individuals, their prior knowledge and environment created by the teacher. The research agenda needs to develop further to describe and document the ongoing learning experiences of teachers,
children and collaborating teacher educators in TGfU programs of instruction developed over a sustained period. We need PE teachers willing to take the challenge of committing to a TGfU approach in their games curriculum with the goal of assessing long term cognitive, social and physical learning outcomes for students. We hope this paper will encourage PE teachers to take on the challenge.
Figure 1 – Games teaching meaning matrix: Contrasting learning in a technique focus and a tactical focus
Skill
progression.
Technique focus
Skill-to-tactic
Tactical
progression.
Tactic focus
Tactic-to-skill
Isolated skill
focus
"The" game
focus
TGfU
Improved
game
performance
Game-like game
Technique
Perspective
Tactical
Perspective
Content emphasis
Student emphasis
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MMEA-CD Festival
Adjudication Form
Junior Jazz Drums
EVALUATION OF PREPARED PIECE
(Circle only ONE number per category)
Student Name:_________________________________ Grade:______
JAZZ FUNK/ROCK
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 N appropriate use of fills which contribute to the energy of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
JAZZ WALTZ
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
TECHNIQUE - The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nan independence of bass drum and cymbal feet
3 2 1 Na clear differentiation between types of accents/kicks.
3 2 1 Nan independence of feet and hands.
3 2 1 Nan independence of left and right hands.
3 2 1 N an appropriate control of sticks through the use of the proper grip and stroke.
3 2 1 Ncontrol of musical time/pulse,
accurately aligning with accompaniment.
LATIN/Bossa Nova
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
MEDIUM SWING
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression (dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
INTERPRETIVE STYLES
Adj. Initials _______
Sight Reading The student performs:
TRADING 4's - The student demonstrates:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) N/A
5 4 3 2 1 Ndemonstrates appropriate trading of 4's in a
medium swing feel for 24 bars.
Final Score:
Tempo:
5 Accurate
4Slightly different
3 Different
2Markedly different
1Inappropriate
Pulse:
3Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
NUnsteady throughout
INTERPRETATION The student demonstrates:
10 the highest level of musicality including well-shaped phrases and dynamics.
9 - 8
a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of musicality/expression within the performance.
5 - 4
a minimal amount of musicality/expression within the
performance.
3 - 2
limited musicality/expression within the performance.
1 - 0 musical expression which is inhibited by technique.
Rhythm
5 All accurate
4 Nearly accurate
3 A few errors
2 Several errors
1 Many errors
Tempo Accents/Kicks
3Accurate
2Different but steady
1Different & unsteady
NInconsistent
3Accurate
2Mostly played
1Occasionally
NNot demonstrated
RHYTHMIC ACCURACY The student performs:
15
all rhythms precisely and accurately.
14 - 13
all but a few rhythms precisely and accurately.
12 - 11 - 10 almost all rhythms accurately.
9 - 8 - 7
many rhythms accurately.
6 - 5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
Instrument:
Jazz Drum Set School Code:________
Senior Jazz Drums
EVALUATION OF PREPARED PIECE
Instrument:
School Code:________
Student Name:_________________________________ Grade:______
(Circle only ONE number per category)
JAZZ FUNK/ROCK - (straight 8th-quarter note = 100)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
JAZZ WALTZ - (quarter note = 144)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
TECHNIQUE - The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nan independence of bass drum and cymbal feet
3 2 1 Na clear differentiation between types of accents/kicks.
3 2 1 Nan independence of feet and hands.
3 2 1 Nan independence of left and right hands.
3 2 1 N an appropriate control of sticks through the use of the proper grip and stroke.
3 2 1 Ncontrol of musical time/pulse,
accurately aligning with accompaniment.
LATIN/Bossa Nova - (quarter note = 138)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
MEDIUM SWING - (quarter note = 152)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression (dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
INTERPRETIVE STYLES
Adj. Initials _______
Sight Reading The student performs:
TRADING 4's - The student demonstrates:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) N/A
5 4 3 2 1 Ndemonstrates appropriate trading of 4's in a
medium swing feel for 24 bars.
Final Score:
Tempo:
5 Accurate
4Slightly different
3Different
2Markedly different
1Inappropriate
Pulse:
3Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
NUnsteady throughout
INTERPRETATION The student demonstrates:
10 the highest level of musicality including well-shaped phrases and dynamics.
9 - 8 a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of musicality/expression within the performance.
5 - 4
a minimal amount of musicality/expression within the
performance.
3 - 2
limited musicality/expression within the performance.
1 - 0 musical expression which is inhibited by technique.
Rhythm
5 All accurate
4 Nearly accurate
3 A few errors
2 Several errors
1 Many errors
Tempo Accents/Kicks
3Accurate
2 Different but steady
1Different & unsteady
NInconsistent
3 Accurate
2 Mostly played
1Occasionally
NNot demonstrated
RHYTHMIC ACCURACY The student performs:
15
all rhythms precisely and accurately.
14 - 13
all but a few rhythms precisely and accurately.
12 - 11 - 10 almost all rhythms accurately.
9 - 8 - 7
many rhythms accurately.
6 - 5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
Senior Jazz Drums
EVALUATION OF PREPARED PIECE
Instrument:
School Code:________
Student Name:_________________________________ Grade:______
(Circle only ONE number per category)
JAZZ FUNK/ROCK - (straight 8th-quarter note = 100)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 N appropriate use of fills which contribute to the energy of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
JAZZ WALTZ - (quarter note = 144)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
TECHNIQUE - The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nan independence of bass drum and cymbal feet
3 2 1 Na clear differentiation between types of accents/kicks.
3 2 1 Nan independence of feet and hands.
3 2 1 Nan independence of left and right hands.
3 2 1 N an appropriate control of sticks through the use of the proper grip and stroke.
3 2 1 Ncontrol of musical time/pulse,
accurately aligning with accompaniment.
LATIN/Bossa Nova - (quarter note = 138)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression ie.(dynamics, accents
3 2 1 Ndemonstrated appropriate tempo as marked
MEDIUM SWING - (quarter note = 152)
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate rhythmic control for style required.
3 2 1 Nappropriate use of bass drum for style required.
3 2 1 Nappropriate cymbal technique for style required.
3 2 1 Nappropriate use of fills which contribute to the energy
of the performance and outline formal structures.
3 2 1 Na flexible use of elements of expression (dynamics, accents)
3 2 1 Ndemonstrated appropriate tempo as marked
INTERPRETIVE STYLES
Adj. Initials _______
Sight Reading The student performs:
TRADING 4's - The student demonstrates:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) N/A
5 4 3 2 1 Ndemonstrates appropriate trading of 4's in a
medium swing feel for 24 bars.
Final Score:
Tempo:
5Accurate
4Slightly different
3Different
2Markedly different
1Inappropriate
Pulse:
3Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
NUnsteady throughout
INTERPRETATION The student demonstrates:
10 the highest level of musicality including well-shaped phrases and dynamics.
9 - 8
a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of musicality/expression within the performance.
5 - 4
a minimal amount of musicality/expression within the
performance.
3 - 2
limited musicality/expression within the performance.
1 - 0
musical expression which is inhibited by technique.
Rhythm
10 All accurate
9 - 8 Nearly accurate
7 - 6 A few errors
5 - 4 Several errors
3 - 2 Many errors
Tempo Accents/Kicks
3Accurate
2Different but steady
1Different & unsteady
NInconsistent
3Accurate
2Mostly played
1Occasionally
NNot demonstrated
RHYTHMIC ACCURACY The student performs:
15
all rhythms precisely and accurately.
14 - 13
all but a few rhythms precisely and accurately.
12 - 11 - 10 almost all rhythms accurately.
9 - 8 - 7
many rhythms accurately.
6 - 5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
MMEA-CD Festival
Adjudication Form
Junior Festival Jazz Improvisation "Optional"
Instrument:____________________________ School Code:________
Student Name:_________________________________ Grade:______
Adj. Initials:________
(Check ONE per Category)
TONALITY The student performs: (check only for Melody instruments)
all melodic patterns in proper context of all contrasting harmonic changes.
most melodic patterns in proper context of contrasting harmonic changes.
many melodic patterns in proper context of contrasting harmonic changes.
only some melodic patterns in proper context of contrasting harmonic changes.
mainly with relation to the tonic, outside the context of the harmonic changes.
RHYTHM The student performs:
advanced rhythmic patterns (i.e., pick-ups, syncopation, etc.), which are creative and appropriate to the style and setting of the accompaniment.
contrasting rhythmic patterns which include divisions and/or subdivisions of large beats and show competence in rhythmic creativity.
a few interesting rhythmic patterns (divisions and/or subdivisions), but without much contrast.
with a proper sense of meter throughout, but only creates uncomplicated rhythmic patterns (large beat reference).
with a fairly consistent tempo (steady beat) throughout, but solo lacks rhythmic creativity.
INTERPRETATION The student performs:
the highest level of musicality including well-shaped phrases and dynamics.
a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
a moderate level of expression within performance.
only a limited amount of musicality/expression within performance.
musical expression inhibited by technique.
CREATIVITY
The student demonstrates:
(Check ALL that APPLY)
conversational interplay between solo and accompaniment and/or linear solo melodic dialog.
original solo, melodic ideas offered in a fresh personal style.
original rhythmic patterns that logically extend beyond rhythms of the accompaniment.
flexible use of elements of expression (dynamics, accents,...)
a degree of freedom/curiosity within acknowledged context of tonality and meter.
CONCEPTUAL UNDERSTANDING
(Check ALL that APPLY)
The student demonstrates:
a comprehensive design of large scale solo architecture (a beginning, a middle, and an end.).
motivic development (use of sequential extensions).
a sense of musical syntax with correlating melodic and harmonic resolutions.
linear/melodic invention rather than a reliance on unrelated melodic licks/scale sequences.
a chosen mood appropriate to musical setting.
Improvisational COMPING (Keyboard & Guitar Only)
(Check ALL that APPLY)
accurate placement of chords appropriate to the function of harmony across time; maintaining steady beat in comping pattern.
appropriate rhythmic patterns for style required.
appropriate voicing for style required.
voicings which display smooth/logical voice leading from chord to chord
proper use of extensions, substitutions, and alterations.
Senior Jazz Improvisation
TONALITY The student Performs: (Scored only for Melody instruments)
10 all melodic patterns in proper context of all contrasting harmonic changes.
9 - 8 most melodic patterns in proper context of contrasting harmonic changes.
7 - 6 many melodic patterns in proper context of contrasting harmonic changes.
5 - 4 only some melodic patterns in proper context of contrasting harmonic changes.
3 - 2 mainly with relation to the tonic, outside the context of the harmonic changes.
Mandatory for Senior High Jazz
RHYTHM The student performs:
10 advanced rhythmic patterns (i.e., pick-ups, syncopation, etc.), which are creative and appropriate to the style and setting of the accompaniment.
9 - 8 contrasting rhythmic patterns which include divisions and/or subdivisions of large beats and show competence in rhythmic creativity.
7 - 6 a few interesting rhythmic patterns (divisions and/or subdivisions), but without much contrast.
5 - 4 with a proper sense of meter throughout, but only creates uncomplicated rhythmic patterns (large beat reference).
3 - 2 with a fairly consistent tempo (steady beat) throughout, but solo lacks rhythmic creativity.
INTERPRETATION The student performs:
10 the highest level of musicality including well-shaped phrases and dynamics.
9 - 8 a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of expression within performance.
5 - 4 only a limited amount of musicality/expression within performance.
3 - 2 musical expression inhibited by technique.
CREATIVITY
The student demonstrates:
2 1 N conversational interplay between solo and accompaniment and/or linear solo melodic dialog.
2 1 N original solo, melodic ideas offered in a fresh personal style.
2 1 N original rhythmic patterns that logically extend beyond rhythms of the accompaniment.
2 1 N flexible use of elements of expression (dynamics, accents,...)
2 1 N
a degree of freedom/curiosity
within acknowledged context of
tonality and meter.
CONCEPTUAL UNDERSTANDING
The student performs:
2 1 N a comprehensive design of large scale solo architecture (a beginning, middle & end.).
2 1 N motivic development (use of sequential extensions).
2 1 N a sense of musical syntax with correlating melodic and harmonic resolutions.
2 1 N linear/melodic invention rather than a reliance on unrelated melodic licks/scale sequences.
2 1 N a chosen mood appropriate to musical setting.
Adj. Initials:________
Sub-Total Improvisational Score::
Improvisational COMPING (Keyboard Only)
(2pts) Consistently (1pt) Sometimes (N) Rarely
2 1 N accurate placement of chords appropriate to the function of harmony across time; maintaining steady beat in comping pattern.
2 1 N appropriate rhythmic patterns for style required.
2 1 N appropriate voicing for style required.
2 1 N voicings which display smooth/logical voice leading from chord to chord.
2 1 N proper use of extensions, substitutions, and alterations.
(2pts) Consistently (1pt) Sometimes (N) Rarely
Instrument:____________________________ School Code:________
Student Name:_________________________________ Grade:______
Adj. Initials:________
Junior Jazz Guitar - Bass - Keyboard-Vibes
Instrument: _______________________________School Code:________
Student Name:_________________________________ Grade:______
LEAD SHEET EVALUATION
(Circle only ONE number per category)
INTERPRETATION The student demonstrates:
10
the highest level of musicality including well-shaped phrases
and dynamics.
9 - 8 a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of musicality/expression within the performance.
5 - 4 a minimal amount of musicality/expression within the performance.
3 - 2 limited musicality/expression within the performance.
1 - 0 musical expression which is inhibited by technique.
TECHNIQUE - The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate and accurate use of jazz articulation
3 2 1 Nappropriate jazz inflections as marked
3 2 1 Nappropriate style of eighth note used.
3 2 1 Nappropriate mood as it relates to musical setting
3 2 1 Nappropriate length of notes (i.e., legato, staccato,...)
3 2 1 Ncontrol of musical time/pulse,
accurately aligning with accompaniment.
COMPING (Guitar & Piano only The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 N
accurate placement of chords (notes) appropriate to the function of
harmony across time; maintaining steady beat in comping (bass line) pattern.
3 2 1 N
appropriate rhythmic patterns for style required.
3 2 1 N
appropriate voicing for style required.
3 2 1 N
voicing which display smooth/logical voice leading from chord to chord.
3 2 1 N
proper use of extensions, substitutions, and alterations.
Adj. Initials:_____
Score:
Tempo:
5Accurate
4 Slightly different
3 Different
2 Markedly different
1 Inappropriate
Pulse:
3 Accurate, steady throughout
2 Fluctuated, with corrections
1 Fluctuated, without corrections
NUnsteady throughout
Rhythm
5 All accurate
4 Nearly accurate
3 A few errors
2 Several errors
1 Many errors
Pitches
5 All accurate
4(1 or 2 errors)
3 (3 or 4 errors)
2 (5 or 6 errors)
1 (7 + errors)
Tempo
3 Accurate
2Different but steady
1 Different & unsteady
NInconsistent
Dynamics
3 Accurate
2Mostly played
1 Occasionally
NNot demonstrated
Articulations
3 Accurate
2Mostly played
1 Occasionally
N Not demonstrated
Sight Reading The student performs:
SCALE EVALUATION
RHYTHMIC ACCURACY The student performs:
10 all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1 most rhythms inaccurately.
Fill in the names of the scales selected for assessment & circle the appropriate number. Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet. Circle only ONE number per scale requested.
____Maj. ____Jazz (on solo sheet)
6
6 all pitches/notes accurate.
5
5 most pitches/notes accurate.
4 - 3 4 - 3 many pitches/notes accurate.
2 - 1 2 - 1 few notes accurate.
N N
most pitches/notes inaccurate.
MELODIC ACCURACY The student performs:
15
all notes accurately.
14 - 13
all but a few notes accurately.
12 - 11 - 10 nearly all notes accurately.
9 - 8 - 7
many notes accurately.
6 - 5 - 4 some notes accurately.
3 - 2 - 1
most notes inaccurately.
Pitch Accuracy
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Scale Technique
Senior Jazz Guitar - Bass - Keyboard-Vibes
Instrument: _______________________________School Code:________
Student Name:_________________________________ Grade:______
LEAD SHEET EVALUATION
(Circle only ONE number per category)
INTERPRETATION The student demonstrates:
10 the highest level of musicality including well-shaped phrases and dynamics.
9 - 8 a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
7 - 6 a moderate level of musicality/expression within the performance.
5 - 4 a minimal amount of musicality/expression within the performance.
3 - 2
limited musicality/expression within the performance.
1 - 0 musical expression which is inhibited by technique.
TECHNIQUE - The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 Nappropriate and accurate use of jazz articulation
3 2 1 Nappropriate jazz inflections as marked
3 2 1 Nappropriate style of eighth note used.
3 2 1 Nappropriate mood as it relates to musical setting
3 2 1 Nappropriate length of notes (i.e., legato, staccato,...)
3 2 1 Ncontrol of musical time/pulse,
accurately aligning with accompaniment.
COMPING (Guitar & Piano only The student demonstrates:
(3pts) Consistently (2pts) Sometimes (1pt) Rarely (N) Not Demonstrated
3 2 1 N
accurate placement of chords (notes) appropriate to the function of
harmony across time; maintaining steady beat in comping (bass line) pattern.
3 2 1 N
appropriate rhythmic patterns for style required.
3 2 1 N
appropriate voicing for style required.
3 2 1 N
voicing which display smooth/logical voice leading from chord to chord.
3 2 1 N
proper use of extensions, substitutions, and alterations.
Adj. Initials:_____
Tempo:
5Accurate
4 Slightly different
3 Different
2 Markedly different
1 Inappropriate
Pulse:
3Accurate, steady throughout
2 Fluctuated, with corrections
1Fluctuated, without corrections
NUnsteady throughout
Rhythm
5 All accurate
4 Nearly accurate
3 A few errors
2 Several errors
1 Many errors
Pitches
5All accurate
4(1 or 2 errors)
3 (3 or 4 errors)
2 (5 or 6 errors)
1 (7 + errors)
Tempo
3Accurate
2Different but steady
1Different & unsteady
NInconsistent
Dynamics
3 Accurate
2Mostly played
1 Occasionally
N Not demonstrated
Articulations
3 Accurate
2Mostly played
1 Occasionally
N Not demonstrated
Sight Reading The student performs:
RHYTHMIC ACCURACY The student performs:
10
all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1 most rhythms inaccurately.
MELODIC ACCURACY The student performs:
15
all notes accurately.
14 - 13
all but a few notes accurately.
12 - 11 - 10 nearly all notes accurately.
9 - 8 - 7
many notes accurately.
6 - 5 - 4 some notes accurately.
3 - 2 - 1
most notes inaccurately.
Jazz Solo
Score:________ + Improv.:________ =Final Score:
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number. Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet. Circle only ONE number per scale requested.
___Maj. ___Maj. ___Chromatic
4 4 4 all pitches/notes accurate.
3 3 3 most pitches/notes accurate.
2 2 2 some pitches/notes accurate.
1 1 1 few pitches/notes accurate.
NNN most pitches/notes inaccurate.
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Pitch Accuracy
Scale Technique
MMEA-CD Festival
Adjudication Form
Junior Jazz Sax & Brass
SOLO EVALUATION
Instrument: ___________________________________
School Code:________
Student Name:_________________________________ Grade:______
INTERPRETATION The student performs:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Nappropriate and accurate use of jazz articulation.
5 4 3 2 1 Nappropriate jazz inflections as marked. (i.e., scoops, doits, etc.)
5 4 3 2 1 Nappropriate style of eighth notes used.
5 4 3 2 1 Nswing eighth notes - appropriate to particular style & period of solo.
5 4 3 2 1 Nhigh level of musicality, with well shaped phrases and dynamics.
5 4 3 2 1 Nsyncopated rhythms with appropriate articulations (including breath
accents, marcato accents, etc.) lending emphasis to the syncopation.
5 4 3 2 1 Nappropriate amount and style of vibrato
with regard to the period & style of the solo.
5 4 3 2 1 Nwith an appropriate articulation pattern which enhances the
syncopation and creates ease of melodic flow.
(Circle only ONE number per category)
TECHNIQUEThe student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Nperforms with efficient air supporting all registers.
5 4 3 2 1 Nperforms in the extreme upper register of
instrument with proper facility and control.
5 4 3 2 1 Nperforms in the extreme lower register of
instrument with proper facility and control.
5 4 3 2 1 Ndemonstrates control of musical time/pulse,
accurately aligning with accompaniment.
Rhythm
5 All accurate
4 Nearly accurate
3 A few errors
2 Several errors
1 Many errors
Pitches
5All accurate
4(1 or 2 errors)
3(3 or 4 errors)
2(5 or 6 errors)
1(7 + errors)
Tempo
3Accurate
2Different but steady
1Different & unsteady
0Inconsistent
Dynamics
3Accurate
2 Mostly played
1Occasionally
0Not demonstrated
Articulations
3Accurate
2 Mostly played
1Occasionally
0Not demonstrated
Sight Reading The student performs:
Ungraded (for placement only)
Trumpet (2 octave C Scale)
Trombone (2 octave Bb Scale)
The student demonstrates;
Lead Qualities
Solo Qualities
Not Applicable
Score:
INTONATION The student’s intonation:
20 - 19
is accurate in all ranges.
18 - 17 - 16
is mostly accurate. Student adjusts inaccurate pitches quickly.
15 - 14 - 13
is often accurate. Student adjusts most inaccurate pitches.
12 - 11 - 10
is somewhat accurate. Student adjusts some inaccurate pitches.
9 - 8 - 7
is often inaccurate. Student attempts to adjust the pitches.
6 - 5 - 4
is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1
is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
15
all notes accurately.
14 - 13
all but a few notes accurately.
12 - 11 - 10 nearly all notes accurately.
9 - 8 - 7
many notes accurately.
6 - 5 - 4 some notes accurately.
3 - 2 - 1
most notes inaccurately.
Tempo:
4Accurate, as marked
3Slightly different
2Different
1Markedly different
Pulse:
3 Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
RHYTHMIC ACCURACY The student performs:
10
all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
TONE The student’s tone:
15
demonstrates exemplary and level appropriate tone quality
in all ranges and registers.
14 - 13demonstrates exemplary and level appropriate tone quality
in all ranges and registers with infrequent lapses.
12 - 11is often consistent, with some flaws
10 - 9is somewhat consistent, with some flaws.
8 - 7is inconsistent, with several flaws.
6 - 5 - 4is inconsistent & hindered by difficulties
3 - 2 - 1is inconsistent due to significant issues,
impacting performance quality.
Comments
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number. Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet. Circle only ONE number per scale requested.
____Maj. ____Jazz (on solo sheet)
6
6 all pitches/notes accurate.
5
5 most pitches/notes accurate.
4 - 3 4 - 3 many pitches/notes accurate.
2 - 1 2 - 1 few notes accurate.
N N
most pitches/notes inaccurate.
Pitch Accuracy
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Scale Technique
Adj. Initials:_____
Instrument: ___________________________________
School Code:________
Senior Jazz Sax & Brass SOLO EVALUATION
Student Name:_________________________________ Grade:______
INTERPRETATION The student performs:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Nappropriate and accurate use of jazz articulation.
5 4 3 2 1 Nappropriate jazz inflections as marked. (i.e., scoops, doits, etc.)
5 4 3 2 1 Nappropriate style of eighth notes used.
5 4 3 2 1 Nswing eighth notes - appropriate to particular style & period of solo.
5 4 3 2 1 Nhigh level of musicality, with well shaped phrases and dynamics.
5 4 3 2 1 Nsyncopated rhythms with appropriate articulations (including breath
accents, marcato accents, etc.) lending emphasis to the syncopation.
5 4 3 2 1 Nappropriate amount and style of vibrato
with regard to the period & style of the solo.
5 4 3 2 1 Nwith an appropriate articulation pattern which enhances the
syncopation and creates ease of melodic flow.
(Circle only ONE number per category)
TECHNIQUE The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Nperforms with efficient air supporting all registers.
5 4 3 2 1 Nperforms in the extreme upper register of
instrument with proper facility and control.
5 4 3 2 1 Nperforms in the extreme lower register of
instrument with proper facility and control.
5 4 3 2 1 Ndemonstrates control of musical time/pulse,
accurately aligning with accompaniment.
Rhythm
10 All accurate
9 - 8 Nearly accurate
7 - 6 A few errors
5 - 4 Several errors
3 - 2 Many errors
Pitches
5All accurate
4(1 or 2 errors)
3(3 or 4 errors)
2(5 or 6 errors)
1(7 + errors)
Tempo
3Accurate
2Different but steady
1Different & unsteady
0Inconsistent
Dynamics
3Accurate
2Mostly played
1Occasionally
0Not demonstrated
Articulations
3Accurate
2Mostly played
1Occasionally
0Not demonstrated
Sight Reading The student performs:
Ungraded (for placement only)
Trumpet (3 octave G Scale)
Trombone (3 octave F Scale)
The student demonstrates;
Lead Qualities
Solo Qualities
Not Applicable
Jazz Solo Score:________ + Improv.:________ =Final Score:
INTONATION The student’s intonation:
20 - 19
is accurate in all ranges.
18 - 17 - 16
is mostly accurate. Student adjusts inaccurate pitches quickly.
15 - 14 - 13
is often accurate. Student adjusts most inaccurate pitches.
12 - 11 - 10
is somewhat accurate. Student adjusts some inaccurate pitches.
9 - 8 - 7
is often inaccurate. Student attempts to adjust the pitches.
6 - 5 - 4
is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1
is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
15
all notes accurately.
14 - 13
all but a few notes accurately.
12 - 11 - 10 nearly all notes accurately.
9 - 8 - 7
many notes accurately.
6 - 5 - 4 some notes accurately.
3 - 2 - 1
most notes inaccurately.
Tempo:
4Accurate, as marked
3Slightly different
2Different
1Markedly different
Pulse:
3Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
RHYTHMIC ACCURACY The student performs:
10
all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
TONE The student’s tone:
15
demonstrates exemplary and level appropriate tone quality
in all ranges and registers.
14 - 13demonstrates exemplary and level appropriate tone quality
in all ranges and registers with infrequent lapses.
12 - 11is often consistent, with some flaws
10 - 9is somewhat consistent, with some flaws.
8 - 7is inconsistent, with several flaws.
6 - 5 - 4is inconsistent & hindered by difficulties
3 - 2 - 1is inconsistent due to significant issues,
impacting performance quality.
Comments
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number.
Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet.
Circle only ONE number per scale requested.
___Maj. ___Maj. ___Chromatic
4 4 4 all pitches/notes accurate.
3 3 3 most pitches/notes accurate.
2 2 2 some pitches/notes accurate.
1 1 1 few pitches/notes accurate.
NNN most pitches/notes inaccurate.
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Pitch
Accuracy
Scale Technique
Adj. Initials:_____
School Code:________
Junior Auxiliary Percussion
Adj. Initials _______
Student Name:_________________________________ Grade:______
Auxiliary Percussion Subtotal Score:
CRASH CYMBAL The student demonstrates:
2 1 N proper dampening technique on the crash cymbals
2 1 N produces a clean sound when allowing cymbals to ring (chokes the sound only when marked)
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
2 1 N proper technique for holding the crash cymbals
BASS DRUM The student demonstrates:
2 1 N proper mallet technique for the bass drum; single strokes and rolls
2 1 N proper dampening technique on the bass drum when needed
2 1 N proper striking position on the bass drum head
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
TRIANGLE The student demonstrates:
2 1 N appropriate hand position when holding the triangle
2 1 N appropriate method of striking and rolling on the triangle
2 1 N proper dampening technique on the triangle
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
OVERALL PERFORMANCE SKILLS
2 1 N does not create any extraneous sounds when moving from one instrument to another; when placing down or picking up mallets or auxiliary instruments
2 1 N tempo is accurate and consistent
with the printed tempo marking(s)
TAMBOURINE The student demonstrates:
2 1 N proficient technique of tambourine thumb rolls and shake rolls when required
2 1 N appropriate technique for performing on the tambourine at all dynamic levels
2 1 N appropriate technique for performance of rapid articulated passages
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
(Circle only ONE number per category)
(2pts) Consistently (1pt) Sometimes (N) Rarely or not demonstrated
Primary Instrument: __________________________School Code:________
Senior Auxiliary Percussion
Student Name:_________________________________
Adj. Initials _______
E. OVERALL PERFORMANCE SKILLS
2 1 N does not create any extraneous sounds when moving from one instrument to another; when placing down or picking up mallets or auxiliary instruments
2 1 N tempo is accurate and consistent with the printed tempo marking(s)
SNARE The student demonstrates:
2 1 N performance of correct rhythms as written
2 1 N use of an appropriate grip; fingers are placed on the sticks to ensure proper performance technique
2 1 N the appropriate rudimental execution when required
2 1 N evenness in rolls, sustaining sound with evenly spaced strokes
2 1 N proper sticking; appropriate use of left/right hand in in relation to rhythmic figures
2 1 N utilizes the proper striking position on the snare head
2 1 N appropriate execution of dynamics and articulations (when applicable)
TIMPANI The student demonstrates:
2 1 N performance of correct pitches as written; (appropriate tuning
2 1 N performance of correct rhythms as written
2 1 N proper stroke - the manner in which the sound is produced is clear and controlled through the use of an appropriate grip and correct striking placement on the drum head
2 1 N smooth control when switching between drums
2 1 N proper dampening; stopping sound cleanly & effectively
2 1 N
appropriate mallet choice; matching style of music
2 1 N appropriate execution of dynamics and articulations (when applicable)
MALLETS The student demonstrates:
2 1 N performance of correct pitches as written
2 1 N performance of correct rhythms as written
2 1 N appropriate mallet choice; matching style of music
2 1 N proper sticking; appropriate use of left/right hand in in relation to rhythmic figures
2 1 N proper stroke for a clear sound
2 1 N striking the bars in the appropriate area on the instrument
2 1 N appropriate execution of dynamics and articulations (when applicable)
Auxiliary Percussion Solo
Secondary Percussion Solo
Student will only perform two (2) of the non-primary percussion solo excerpts.
Adjudicator should X-out the student's primary unused category.
BASS DRUM The student demonstrates:
2 1 N proper BD mallet technique for single strokes and rolls
2 1 N proper dampening technique on the bass drum when needed
2 1 N proper striking position on the bass drum head
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
TRIANGLE The student demonstrates:
2 1 N appropriate hand position when holding the triangle
2 1 N appropriate method of striking and rolling on the triangle
2 1 N proper dampening technique on the triangle
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
CRASH CYMBAL The student demonstrates:
2 1 N proper dampening technique on the crash cymbals
2 1 N produces a clean sound when allowing cymbals to ring (chokes the sound only when marked)
2 1 N performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
2 1 N proper technique for holding the crash cymbals
TAMBOURINE The student demonstrates:
2 1 N proficient technique of tambourine thumb rolls and shake rolls when required
2 1 N the appropriate tambourine technique at all dynamic leve
2 1 N appropriate technique for the performance of rapid articulated passages on the tambourine
2 1 N the performance of correct rhythms as written
2 1 N appropriate execution of dynamics and articulations
(Circle only ONE number per category)
(2pts) Consistently (1pt) Sometimes (N) Rarely or not demonstrated
Auxiliary Percussion Subtotal Score:
MMEA-CD Festival
Adjudication Form
SOLO EVALUATION
(Circle only ONE number per category)
Percussion - Mallet
School Code:________
Student Name:_________________________________ Grade:______
Adj. Initials _______
TECHNIQUE/ARTICULATION The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Ndemonstrates proper grip with appropriate amount of tension in grip
5 4 3 2 1 Ndemonstrates proper balance/strength between left and right hand
5 4 3 2 1 Ndemonstrates proper stroke (the manner in which
the sound is produced is clear and controlled).
5 4 3 2 1 N performs appropriate accents as marked
5 4 3 2 1 Nwith a clear differentiation between styles of articulations as marked.
5 4 3 2 1 Nperforms evenness in rolls, sustaining sound with evenly spaced
single strokes.
5 4 3 2 1 Nperforms appropriate length of notes as marked
5 4 3 2 1 Nperforms proper sticking; appropriate use of left and right hand.
5 4 3 2 1 Nstrikes the proper area on the instrument; providing a consistent
tone quality.
5 4 3 2 1 Nuses the appropriate mallets (mallets are consistent with the style
of the solo).
MUSICIANSHIP The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Ndemonstrates control of musical time/pulse
appropriate for the style of music. (i.e., use of
steady beat and/or use of rubato, ritardando,stringendo
5 4 3 2 1 Ndemonstrates dynamic contrast notated by composer.
5 4 3 2 1 Ndemonstrates the ability to shape and contour
the melodic line; dynamic nuance not notated by
composer.
5 4 3 2 1 Ndemonstrates inflection of rhythmic patterns
appropriate to the style and phrase structure of
composition.
Solo Score:_______+ Auxiliary:_______ = Final Score
MELODIC ACCURACY The student performs:
10
all notes accurately.
9 - 8
almost all notes accurately.
7 - 6
many notes accurately.
5 - 4
some notes accurately.
3 - 2 - 1
most notes inaccurately.
RHYTHMIC ACCURACY The student performs:
10
all rhythms precisely and accurately.
9 - 8
all but a few rhythms precisely and accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2
few rhythms inaccurately.
1
most rhythms inaccurately.
Sight Reading The student performs:
Rhythms
Pitch
5All accurate5All accurate
Tempo
Dynamics
Articulations
4 Nearly accurate
41 or 2 errors
3Accurate
3Accurate
3Accurate
3A few errors33 or 4 errors
2Different but steady
2Mostly demonstrated 2Mostly demonstrated
2Several errors
25 or 6 errors
1Different & unsteady 1Occasionally
1Occasionally
1Many errors17 + errors
NInconsistent
NNot demonstrated
NNot demonstrated
Pulse:
5
Accurate, steady throughout
4
Occassional fluctuations,
with corrections
3
Fluctuated, with corrections
2
Fluctuated, without corrections
1
Unsteady throughout
Tempo:
5Accurate
4Slightly different
3Different
2Markedly different
1Inappropriate
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number.
Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet.
Circle only ONE number per scale requested.
___Maj. ___Maj. ___Chromatic
4 4 4 all pitches/notes accurate.
3 3 3 most pitches/notes accurate.
2 2 2 some pitches/notes accurate.
1 1 1 few pitches/notes accurate.
NNN most pitches/notes inaccurate.
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Pitch Accuracy
Scale Technique
School Code:________
Student Name:_____________________________________ Grade:______
Percussion - Snare
SOLO EVALUATION
(Circle only ONE number per category)
RHYTHMIC ACCURACY The student performs:
20
all rhythms precisely and accurately.
19 - 18 - 17
all but a few rhythms precisely and accurately.
16 - 15 - 14
nearly all rhythms accurately.
13 - 12 - 11
almost all rhythms accurately.
10 - 9 - 8
many rhythms accurately.
9 - 8 - 7
some rhythms accurately
6 - 5 - 4
few rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
RUDIMENTS/ARTICULATION
The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N performs with a clear differentiation between styles of articulations as marked.
5 4 3 2 1 N performs evenness in rolls, sustaining sound with evenly spaced strokes.
5 4 3 2 1 N uses sticking patterns which are appropriate for the rudiment required.
5 4 3 2 1 Nrudimental ornamentation does not effect the
rhythmic integrity of the performance.
5 4 3 2 1 N performs rudiments at the appropriate dynamics as marked.
MUSICIANSHIP The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates control of musical time/pulse appropriate for the style of music. (i.e., use of steady beat and/or use of rubato, ritardando, stringendo).
5 4 3 2 1 N demonstrates dynamic contrast notated by composer.
5 4 3 2 1 N demonstrates the ability to shape and contour the melodic line; dynamic nuance not notated by composer.
5 4 3 2 1 N demonstrates inflection of rhythmic patterns appropriate to the style and phrase structure of composition.
Adj. Initials _______
FUNDAMENTALS The student:
(4pts) Consistently (2pts) Sometimes (N) Rarely or not demonstrated
The student:
4 2 N uses an appropriate grip; (matched or traditional). Fingers are placed appropriately on the sticks to ensure proper performance technique.
4 2 N uses a stick height is appropriate for the style and dynamics of music being performed.
4 2 N varies the tone quality of the performance by altering the striking position on the head; appropriate for the style and dynamics of the music.
4 2 N performs with proper sticking; appropriate use of left and right hand.
4 2 N choice of sticks is appropriate for the style and character of performance.
4 2 N has the drum set up at proper height & angle.
RUDIMENT EVALUATION
Fill in the number of the rudiment selected for assessment in the spaces provided (see below for list of rudiments). Circle the number that best describes the student’s
performance.
5 pts. = properly executed rudiment.
4-3 pts. = minor flaws
The student performs:
2-1 pt. = major flaws (N = Not Demonstrated)
Moderately closed long roll with
dynamics ff>pp and pp<ff5 4 3 2 1 N
Rudiment #_____5 4 3 2 1 N
Rudiment #_____5 4 3 2 1 N
#1 - 5 and 9 stroke rolls, alternating (open/closed)
#2 - 7 stroke roll, left hand lead (open/closed)
#3 - flam accent #4 - flam paraddidle
#5 - single & double paraddidle
List of Junior High required rudiments
Sight Reading The student performs:
Rhythms
6 All accurate
Tempo
Dynamics
Sticking/Rudiments
5 Nearly accurate
4 Accurate
4Accurate
4 Accurate
4 A few errors
3 Different but steady
3 Mostly
3 Nearly accurate
3 Several errors
2 Different & unsteady
2 Occasionally
2Occasionally
2 Many errors
1 Inconsistent
1 Not demonstrated
1 Not demonstrated
1Mostly inaccurate
Solo Score:_______
+ Auxiliary:_______ = Final Score
List of Senior High required rudiments:
#1 - 5 and 9 stroke rolls, alternating (open/closed)
#2 - 7 stroke roll, left hand lead (open/closed)
#3 - flam accent
#4 - single & flam paraddidle
#5 - drag
#6 - triple ratamacue
#7 - flamacue #8 - flam tap
Tempo:
10 - 9Accurate
8 - 7Slightly different
6 - 5 Different
4 - 3 Markedly different
2 - 1 Inappropriate
Pulse:
10 - 9 Accurate, steady throughout
8 - 7 Occassional fluctuations, with corrections
6 - 5 Fluctuated, with corrections
4 - 3 Fluctuated, without corrections
2 - 1 Unsteady throughout
SOLO EVALUATION
Percussion - Timpani
School Code:________
Adj. Initials _______
Student Name:_________________________________ Grade:______
(Circle only ONE number per category)
TECHNIQUE/ARTICULATION The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates proper grip with appropriate amount of tension in grip
5 4 3 2 1 N demonstrates proper balance/strength between left and right hand
5 4 3 2 1 N demonstrates proper stroke (the manner in which the sound is produced is clear and controlled
5 4 3 2 1 N performs proper sticking; appropriate use of left and right hand.
5 4 3 2 1 N strikes the proper area on all drums; providing a consistent tone quality.
5 4 3 2 1 N performs evenness in rolls, sustaining sound with evenly spaced single strokes.
5 4 3 2 1 N performs proper dampening; stopping sound effectively using appropriate finger positions.
5 4 3 2 1 N performs appropriate length of notes as marked
5 4 3 2 1 N performs appropriate accents as marked
5 4 3 2 1 N performs with clear differentiation between styles of articulations as marked
5 4 3 2 1 N demonstrates mallet selection appropriate for the proper tone and articulation of solo
MUSICIANSHIP The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates control of musical time/pulse appropriate for the style of music. (i.e., use of steady beat and/or use of rubato, ritardando, stringendo).
5 4 3 2 1 N demonstrates dynamic contrast notated by composer.
5 4 3 2 1 N demonstrates the ability to shape and contour the melodic line; dynamic nuance not notated by composer.
5 4 3 2 1 N demonstrates inflection of rhythmic patterns appropriate to the style and phrase structure of composition.
INTONATION/PITCHES The student:
(2pts) Consistently (1pt) Sometimes (N) Rarely or not demonstrated
The student:
2 1 N demonstrates the ability to tune a specific drum appropriately through the use of a reference pitch prior to the performance.
2 1 N demonstrates accuracy of intervallic tuning between the instruments before beginning solo.
2 1 N tunes the instruments up to the pitches needed through the increase of head tension, prior to the performance.
2 1 N demonstrates the accuracy of changing and tuning pitches during the solo. (when applicable)
2 1 N performs the correct notes/pitches as written i.e., strikes the correct drum for pitch required.
RUDIMENT EVALUATION
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated The student performs:
.
5 4 3 2 1 N
single stroke roll with
dynamics ff > pp and pp < ff
Sight Reading The student performs:
Rhythms
Pitch
5 Accurate
5 Accurate
Tempo
Dynamics
Articulations
4 Nearly accurate
4 1 or 2 errors
3 Accurate
3 Accurate
3 Accurate
3 A few errors
3 3 or 4 errors
2Different but steady
2 Mostly
2Mostly
2 Several errors
25 or 6 errors
1 Different & unsteady
1 Occasionally
1 Occasionally
1 Many errors
1 7 + errors)
NInconsistent
NNot demonstrated
NNot demonstrated
Solo Score:______ + Auxiliary:______ = Final Score
Tempo:
5 Accurate
4 Slightly different
3 Different
2 Markedly different
1 Inappropriate
Pulse:
4 Accurate, steady throughout
3 Fluctuated, with corrections
2 Fluctuated, without corrections
1 Unsteady throughout
RHYTHMIC ACCURACY The student performs:
11 all rhythms precisely and accurately.
10 - 9
all but a few rhythms precisely and accurately.
8 - 7 nearly all rhythms accurately.
6 - 5 many rhythms accurately.
4 - 3 some rhythms accurately.
2 - 1 most rhythms inaccurately.
MELODIC ACCURACY The student performs:
8
all notes accurately.
7 - 6 almost all notes accurately.
5 - 4 many notes accurately.
3 - 2 - 1 some notes accurately.
MMEA-CD Festival
Adjudication Form
String SOLO EVALUATION
Instrument:______________________School Code:_______
Student Name:__________________________________ Grade:______
Final Score:
(Circle only ONE number per category)
MELODIC ACCURACY The student performs:
10
all notes accurately.
9 - 8 almost all notes accurately.
7 - 6 many notes accurately.
5 - 4
some notes accurately.
3 - 2 - 1 most notes inaccurately.
INTONATION The student’s intonation:
20 - 19
is accurate in all ranges.
18 - 17 - 16
is mostly accurate. Student adjusts inaccurate pitches quickly.
15 - 14 - 13
is often accurate. Student adjusts most inaccurate pitches.
12 - 11 - 10
is somewhat accurate. Student adjusts some inaccurate pitches.
9 - 8 - 7
is often inaccurate. Student attempts to adjust the pitches.
6 - 5 - 4
is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1 is mostly inaccurate. Student does not attempt to adjust the pitches.
Tempo:
4Accurate, as marked
3 Slightly different
2Different
1 Markedly different
TONE The student’s tone:
20 19 demonstrates exemplary and level appropriate tone quality in all ranges and registers.
18 17 16 demonstrates exemplary and level appropriate tone quality in all ranges and registers with infrequent lapses.
15 14 13 is often consistent, with some flaws
12 11 10 is somewhat consistent, with some flaws.
9 8 7 is inconsistent, with several flaws.
6 5 4 is inconsistent & hindered by difficulties
3 2 1 is inconsistent due to significant issues, impacting performance quality.
MUSICIANSHIP: The Student
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Ndemonstrates control of musical time/pulse appropriate for
the style of music. (i.e., use of steady beat and/or use of
rubato, ritardando, stringendo).
5 4 3 2 1 Ndemonstrates dynamic contrast notated by composer.
5 4 3 2 1 Ndemonstrates the ability to shape and contour the melodic
line not notated by composer.
HAND TECHNIQUE: The Student
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
Left Hand:
5 4 3 2 1 N demonstrates appropriate shifting technique.
5 4 3 2 1 N demonstrates appropriate use of vibrato.
5 4 3 2 1 N demonstrates appropriate left hand technique.
Right Hand;
5 4 3 2 1 N demonstrates appropriate execution of designated articulations
(legato, staccato, marcato, etc.)
5 4 3 2 1 N demonstrates appropriate use of bow length and speed.
5 4 3 2 1 N performs with effective bow management that complements
phrase structure.
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet. Circle only ONE number per scale requested.
____Maj. ____Maj.
6
6
all notes accurate.
5 5
most notes accurate.
4 - 3
4 - 3 many notes accurate.
2 - 1
2 - 1 few notes accurate.
N
N
not demonstrated
3 2 1 N
Overall Scale Bowing
3 2 1 N
Overall Scale Rhythm
3 2 1 N
Overall Scale Tempo
(Sr 1/4 = 80, Jr 1/4 = 60)
Sight Reading The student performs:
Rhythms
Pitches
5 All accurate
5 Accurate
Tempo
Dynamics
Articulations
4 Nearly all accurat
4Nearly all accurate
3Accurate
3 Accurate
3 Accurate
3 Mostly accurate
3 Mostly accurate
2Different but steady
2 Mostly
2 Mostly
2 Some accurate
2 Some accurate
1 Different & unsteady
1 Occasionally
1 Occasionally
1 Few accurate
1Few accurate
N Inconsistent
N Not demonstrated
NNot demonstrated
Pulse:
3 Accurate, steady throughout
2 Fluctuated, with corrections
1Fluctuated, without corrections
RHYTHMIC ACCURACY The student performs:
10 all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6 many rhythms accurately.
5 - 4 some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
Pitch
Accuracy
Scale
Technique
Comments
Adj. Initials:_____
MMEA-CD Adjudication Form
Junior Vocal SOLO EVALUATION
Voice Part:__________________
School Code:________
Student Name:_________________________________ Grade:______
(Circle only ONE number per category)
VOCAL TECHNIQUE - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N performs register transitions without severe changes in quality.
5 4 3 2 1 N performs vowels with appropriate formation to provide maximum resonance.
5 4 3 2 1 N performs consonants clearly and rhythmically with no adverse effect on pitch.
5 4 3 2 1 N demonstrates healthful, effective, breathing technique.
Adj. Initials _______
Room A
B
C D
Fill in the number of the interval
3 - Accurate & intune performance
selected & circle the
2- Somewhat accurate, intonation issues
number in the column that best
1 - Inaccurate performance N - Not Demonstrated or unable
describes the student's performance.
interval;
# _____ #_____ #_____ #_____
3 3 3 3
2 2 2 2
1 1 1 1
N N N N
TONAL ACCURACY
MUSICIANSHIP - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates control of musical time/pulse, accurately aligning with accompaniment.
5 4 3 2 1 N demonstrates dynamic contrasts notated by composer.
5 4 3 2 1 N demonstrates the ability to shape and contour the melodic line not notated by composer.
5 4 3 2 1 N demonstrates an understanding of the text through appropriate vocal emphasis.
5 4 3 2 1 N performs with effective breath management that compliments the phrase structure.
Score:
Ungraded Scale (as posted for assigning voice parts only)
Soprano (G) Alto (A) Baritione (E)
Scale sung:
Yes No
(recommended voice placement) part 1 part 2
TONE The student’s tone:
20 19 demonstrates exemplary and age appropriate tone quality in all ranges and registers.
18 17 16 demonstrates exemplary and age appropriate tone quality in all ranges and registers with infrequent lapses
15 14 13 is often consistent, with some flaws
12 11 10is somewhat consistent, with some flaws.
9 8 7 is inconsistent, with several flaws.
6 5 4 is inconsistent & hindered by difficulties
3 2 1 is inconsistent due to significant issues, impacting performance quality.
INTONATION The student’s intonation:
15 - 14
is accurate in all ranges.
13 - 12
is mostly accurate. Student adjusts inaccurate pitches quickly.
11 - 10
is often accurate. Student adjusts most inaccurate pitches.
9 - 8
is somewhat accurate. Student adjusts some inaccurate pitches.
7 - 6
is often inaccurate. Student attempts to adjust the pitches.
5 - 4 is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1 is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
10
all notes accurately.
9 - 8
almost all notes accurately.
7 - 6
many notes accurately.
5 - 4
some notes accurately.
3 - 2 - 1
most notes inaccurately.
RHYTHMIC ACCURACY The student performs:
10
all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
Comments
MMEA-CD
Adjudication Form Junior Vocal SOLO EVALUATION
Voice Part:__________________
Student Name:_________________________________ Grade:______
(Circle only ONE number per category)
VOCAL TECHNIQUE - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Nperforms register transitions without severe
changes in quality.
5 4 3 2 1 N performs vowels with appropriate formation to provide maximum resonance.
5 4 3 2 1 N performs consonants clearly and rhythmically with no adverse effect on pitch.
5 4 3 2 1 N demonstrates healthful, effective, breathing technique.
Adj. Initials _______
Room A
B C D
Fill in the number of the interval selected & circle the number in the column that best describes the student’s performance.
3 - Accurate & intune performance
2 - Somewhat accurate, intonation issues
1 - Inaccurate performance N - Not Demonstrated or unable
interval;
# _____ #_____ #_____ #_____
3 3 3 3
2 2 2 2
1 1 1 1
N N N N
TONAL ACCURACY
MUSICIANSHIP - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates control of musical time/pulse, accurately aligning with accompaniment.
5 4 3 2 1 N demonstrates dynamic contrasts notated by composer.
5 4 3 2 1 N demonstrates the ability to shape and contour the melodic line not notated by composer.
5 4 3 2 1 N demonstrates an understanding of the text through appropriate vocal emphasis.
5 4 3 2 1 N performs with effective breath management that compliments the phrase structure.
Score:
Ungraded Scale (as posted for assigning voice parts only)
Soprano (G) Alto (A) Baritione (E)
Scale sung:
Yes No
(recommended voice placement) part 1 part 2
Pitch:
5 Accurate
4 Nearly accurate
3 Mostly accurate
2 Some accurate
1Few accurate
0 Excerpt spoken
Sight Reading
Rhythm:
2Accurate
1 Mostly accurate
0Few accurate
Sight reading excerpt must be sung in order to be scored.
TONE The student’s tone:
20 19 demonstrates exemplary and age appropriate tone quality in all ranges and registers.
18 17 16 demonstrates exemplary and age appropriate tone quality in all ranges and registers with infrequent lapses
15 14 13 is often consistent, with some flaws
12 11 10is somewhat consistent, with some flaws.
9 8 7 is inconsistent, with several flaws.
6 5 4 is inconsistent & hindered by difficulties
3 2 1 is inconsistent due to significant issues, impacting performance quality.
INTONATION The student’s intonation:
15 - 14 is accurate in all ranges.
13 - 12
is mostly accurate. Student adjusts inaccurate pitches quickly.
11 - 10
is often accurate. Student adjusts most inaccurate pitches.
9 - 8
is somewhat accurate. Student adjusts some inaccurate pitches.
7 - 6
is often inaccurate. Student attempts to adjust the pitches.
5 - 4 is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1 is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
10
all notes accurately.
9 - 8 almost all notes accurately.
7 - 6 many notes accurately.
5 - 4
some notes accurately.
3 - 2 - 1 most notes inaccurately.
RHYTHMIC ACCURACY The student performs:
10
all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4 some rhythms accurately.
3 - 2 - 1 most rhythms inaccurately.
Comments
MMEA-CD Adjudication Form Senior Vocal SOLO EVALUATION
(Circle only ONE number per category)
VOCAL TECHNIQUE - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N performs register transitions without severe changes in quality.
5 4 3 2 1 N performs vowels with appropriate formation to provide maximum resonance.
5 4 3 2 1 N performs consonants clearly and rhythmically with no adverse effect on pitch.
5 4 3 2 1 N demonstrates healthful, effective, breathing technique.
Adj. Initials _______
Room
ABCD
Pitch:
5 Accurate
4 Nearly accurate
3 Mostly accurate
2 Some accurate
1 Few accurate
0 Excerpt spoken
Fill in the number of the interval selected & circle the number in the column that best describes the student’s performance.
3 - Accurate & intune performance
2 - Somewhat accurate, intonation issues
1 - Inaccurate performance
N - Not Demonstrated or unable
interval;
# _____ #_____ #_____ #_____ #_____
3 3 3 3 3
2 2 2 2 2
1 1 1 1 1
N N N N N
TONAL ACCURACY
MUSICIANSHIP - The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 N demonstrates control of musical time/pulse, accurately aligning with accompaniment.
5 4 3 2 1 Ndemonstrates dynamic contrasts notated by
composer.
5 4 3 2 1 N demonstrates the ability to shape and contour the melodic line not notated by composer.
5 4 3 2 1 N demonstrates an understanding of the text through appropriate vocal emphasis.
5 4 3 2 1 N performs with effective breath management that compliments the phrase structure.
Sight Reading
Rhythm:
2 Accurate
1 Mostly accurate
0Few accurate
TONE The student’s tone:
20 19 demonstrates exemplary and age appropriate tone quality in all ranges and registers.
18 17 16 demonstrates exemplary and age appropriate tone quality in all ranges and registers with infrequent lapses
15 14 13 is often consistent, with some flaws
12 11 10is somewhat consistent, with some flaws.
9 8 7 is inconsistent, with several flaws.
6 5 4 is inconsistent & hindered by difficulties
3 2 1 is inconsistent due to significant issues, impacting performance quality.
INTONATION The student’s intonation:
15 - 14
is accurate in all ranges.
13 - 12
is mostly accurate. Student adjusts inaccurate pitches quickly.
11 - 10
is often accurate. Student adjusts most inaccurate pitches.
9 - 8
is somewhat accurate. Student adjusts some inaccurate pitches.
7 - 6
is often inaccurate. Student attempts to adjust the pitches.
5 - 4
is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1 is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
10
all notes accurately.
9 - 8
almost all notes accurately.
7 - 6
many notes accurately.
5 - 4
some notes accurately.
3 - 2 - 1
most notes inaccurately.
RHYTHMIC ACCURACY The student performs:
10 all rhythms accurately.
9 - 8 almost all rhythms accurately.
7 - 6 many rhythms accurately.
5 - 4 some rhythms accurately.
3 - 2 - 1 most rhythms inaccurately.
Comments
Score:
Ungraded Scale (as posted for assigning voice parts only)
Soprano (G) Alto (A) Tenor (F) Bass (G)
Scale sung:
Yes No
(recommended voice placement) part 1 part 2
Sight reading excerpt must be sung in order to be scored.
Voice Part:_______________________
School Code:________
Student Name:_________________________________ Grade:______
Woodwind - Brass
Instrument: ____________________________ School Code:_______
Student Name:_________________________________ Grade:______
SOLO EVALUATION
(Circle only ONE number per category)
INTONATION The student’s intonation:
20 - 19 is accurate in all ranges.
18 - 17 - 16
is mostly accurate. Student adjusts inaccurate pitches quickly.
15 - 14 - 13
is often accurate. Student adjusts most inaccurate pitches.
12 - 11 - 10
is somewhat accurate. Student adjusts some inaccurate pitches.
9 - 8 - 7
is often inaccurate. Student attempts to adjust the pitches.
6 - 5 - 4
is often inaccurate. Student does not attempt to adjust the pitches.
3 - 2 - 1
is mostly inaccurate. Student does not attempt to adjust the pitches.
MELODIC ACCURACY The student performs:
15
all notes accurately.
14 - 13
all but a few notes accurately.
12 - 11 - 10 nearly all notes accurately.
9 - 8 - 7
many notes accurately.
6 - 5 - 4 some notes accurately.
3 - 2 - 1
most notes inaccurately.
TECHNIQUE The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Ndemonstrates appropriate slurs as marked.
5 4 3 2 1 Ndemonstrates appropriate execution of designated articulations
(legato, staccato, marcato, etc.)
5 4 3 2 1 Nperforms with efficient air supporting all registers.
5 4 3 2 1 Nperforms in the extreme upper register of
instrument with proper facility and control.
5 4 3 2 1 Nperforms in the extreme lower register of
instrument with proper facility and control.
MUSICIANSHIP The student:
(5pts) Consistently (3pts) Sometimes (1pt) Rarely (N) Not Demonstrated
5 4 3 2 1 Ndemonstrates control of musical time/pulse
appropriate for the style of music. (i.e., use of
steady beat and/or use of rubato, ritardando,stringendo).
5 4 3 2 1 Ndemonstrates dynamic contrast notated by composer.
5 4 3 2 1 Ndemonstrates the ability to shape and contour
the melodic line not notated by composer.
5 4 3 2 1 Ndemonstrates inflection of rhythmic patterns
appropriate to the style & phrase structure of composition.
5 4 3 2 1 Ndemonstrates effective breath management that compliments
the phrase structure.
Sight Reading The student performs:
Rhythms
Pitches
5 All accurate
5All accurate
Tempo
Dynamics
Articulations
4Nearly accurate
4 1 or 2 errors
3Accurate
3Accurate
3Accurate
3A few errors
33 or 4 errors
2Different but steady
2 Mostly demonstrated
2Mostly demonstrated
2Several errors
25 or 6 errors
1 Different & unsteady
1 Occasionally
1Occasionally
1 Many errors
1 7 + errors
N Inconsistent
NNot demonstrated
NNot demonstrated
Adj. Initials:_____
Tempo:
4Accurate, as marked
3 Slightly different
2Different
1Markedly different
Pulse:
3Accurate, steady throughout
2Fluctuated, with corrections
1Fluctuated, without corrections
Final Score:
RHYTHMIC ACCURACY The student performs:
10 all rhythms accurately.
9 - 8
almost all rhythms accurately.
7 - 6
many rhythms accurately.
5 - 4
some rhythms accurately.
3 - 2 - 1
most rhythms inaccurately.
TONE The student’s tone:
15
demonstrates exemplary and level appropriate tone quality
in all ranges and registers.
14 - 13demonstrates exemplary and level appropriate tone quality
in all ranges and registers with infrequent lapses.
12 - 11is often consistent, with some flaws
10 - 9is somewhat consistent, with some flaws.
8 - 7is inconsistent, with several flaws.
6 - 5 - 4is inconsistent & hindered by difficulties
3 - 2 - 1is inconsistent due to significant issues,
impacting performance quality.
Comments
SCALE EVALUATION
Fill in the names of the scales selected for assessment & circle the appropriate number. Scales are to be performaed as notated on the Offical CDMMEA Scale Sheet. Circle only ONE number per scale requested.
___Maj. ___Maj. ___Chromatic
4 4 4 all pitches/notes accurate.
3 3 3 most pitches/notes accurate.
2 2 2 some pitches/notes accurate.
1 1 1 few pitches/notes accurate.
NNN most pitches/notes inaccurate.
3 2 1 NOverall Scale Rhythms
3 2 1 NOverall Scale Articulations
3 2 1 NOverall Scale Tempos (1/4 = 100)
Pitch Accuracy
Scale Technique
French Horn Only (recommendation)
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Christopher Gardom in Baslow
Christopher Gardom (or Gurden etc) arrived in Baslow in the early 1600s, certainly before 1633 when his first son was baptised in Baslow Church. Using parish records his family line can be traced for eight generations to Thomas W Gardom who was born in 1852 and died in 1916. The latter had only one daughter and the family name died out locally soon after.
There is only one other early record of Christopher Gardom: Jim Rieuwerts (Peak District Mining bulleting Vol 19 No 4 2015) found agreements dated 1642 for John Woodhouse and Christopher Guerdham for coal pit rents. These mention wood for props and drainage soughs, i.e. for mining with shafts rather than simple bell pits. The site of this mining was only a few hundred metres from the eastern edge of Yeld Farm in the vicinity of Moorside Farm.
The Early Gardom Family
It was an illustrious family. Christopher's eldest son John went to Peterhouse College Cambridge in 1651: not surprisingly he disappeared from the Baslow scene leaving his younger brother Thomas (b1636) to take over the family concern.
Thomas had two sons of note. The eldest John (b1664) was a farmer, and also a blacksmith. His skills were appreciated by the first Duke of Devonshire, who employed him in the rebuilding of Chatsworth House and in the restoration of the gardens in the late 1600s. His name is still commemorated in the house by a plaque at the top of the west staircase. It is certainly possible that he also helped forge the railings and gates which today stand as The Golden Gates at the entrance to the drive to Chatsworth.
Thomas (b1677) a younger son did well by marrying the heiress to Bubnell Hall, Elizabeth Broomhead. He and his family prospered becoming if not gentry at least nouveau riche. His son built Calver Cotton Mill, and his grandson moved into Cliff House, which was later bequeathed to the Methodists to become Cliff College.
NB There was a Gurdon family in Assington, Suffolk in the 1500s. Philip from this family went to Emmanuel College in 1650
Yeld Farm
The 1848 Tithe Award places the family at Yeld Farm, just east of Baslow village. At the time they were tenant farmers renting 208 acres. Much was very poor ground but it did include 25 acres of wheat & oats, and 40 acres of meadow & pasture. The land extended up the valley of the Barbrook as far as Cupola, reaching from the present main road (A621) to the foot of Gardoms Edge. Before this road was built in 1818 the lower boundary may well have been the brook. Significantly the farm included a narrow strip of land half a kilometre long above the edge and bordering the moor. Yeld Farm today is virtually the same today as it was in 1848
The strip of land is still there bounded by a well built wall which separates it from the moor beyond. On the edge below the strip there are a series of ancient quarries littered with abandoned millstones. The size of the screes of abandoned stone point to their extensive use in the past. Leading up to the south end of the strip is an old trackway from the valley deeply carved into the edge. The millstone industry was active in the 1600s but declined over the next 100 years. There has been no further
Gardom and Gardom's Edge
use for the area, so the quarries remain as they were when they were abandoned possibly 300 years ago.
The Gardoms were definitely in Yeld farm 1848. It is certainly possible that Christopher Gardom was given the tenancy of the house and the land when he arrived in Baslow in the early 1600s.
Who was Christopher Gardom?
He must have come from a family of some substance for him to even think of sending his eldest son for a university education – not a common occurrence amongst Derbyshire yeoman farmers at the time. The social standing of the family must have been maintained for his grandson to marry into the Bubnell Hall family.
He was given tenure of a large farm (my assumption) suggesting some earlier family connection with the Lord of the Manor, the Duke of Rutland or his agent.
The inclusion of active millstone quarries within the boundaries of his tenure suggests that he had responsibilities in running them. His venture into coal mining implies initiative and financial resources with or without earlier experience of the industry
And why "Gardoms's Edge"
The name must come from the Gardom family, but merely farming in the valley would not seem enough to warrant this. I suggest that quarries, when they were still active, belonged to the Gardoms and the name was short for "Gardom's quarries on the edge".
There were similar quarries on Dobb Edge. Robert Dobb and his son John lived in Bubnell Cliff Farm between 1660 to1730, confirmed by their gravestone in Baslow Churchyard close to the vicarage.
David Dalrymple-Smith Ashenfell House, Baslow email@example.com Nov 2016 | <urn:uuid:c8f9727a-b04a-4af6-abae-9e3c5854f055> | CC-MAIN-2018-51 | https://baslowhistory.files.wordpress.com/2012/09/gardom-gardoms-edge.pdf | 2018-12-18T12:38:55Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00078.warc.gz | 543,170,639 | 1,136 | eng_Latn | eng_Latn | 0.999107 | eng_Latn | 0.999066 | [
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Farney Close School Relationship and Sex Education Policy
1. POLICY, PRACTICE AND PROCEDURE
Relationship and Sex Education at Farney Close School places an emphasis on encouraging an understanding of healthy relationships; the importance of stable, loving relationships and respect, love and care. The ability to make informed decisions and choices is a key strand of positive personal development for all our pupils, as well as a key part of keeping themselves safe.
Secondary schools must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996. This policy is written in accordance with the DfE Guidance on Sex and Relationship Education, July 2000:
Primary Relationship Education:
SRE is not compulsory in primary schools. However, primary schools are required to teach the elements of sex education contained in the science curriculum.
If primary schools do teach SRE, they must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.
Secondary Relationship Sex and Education:
Under section 3.6 of the National Curriculum, RSE is compulsory from year 7 onwards.
RSE at Farney Close School also takes into account the broad needs of our pupils. There are a high proportion of students with a history of significant family breakdown, some that have witnessed and/or suffered from domestic violence, some with a history of abuse as well as a high proportion of pupils with a diagnosis of ADHD or on the Autistic Spectrum. Therefore, all staff
involved in the delivery of RSE must be sensitive to the students' experiences and emotions.
Policy Review
The Children and Social Work Act 2017 placed a duty on the Secretary of State for Education to make the new subjects of Relationships Education (Primary) and Relationships and Sex Education (RSE) (secondary) compulsory through regulations. The Act also provides a power for the Secretary of State to make Personal, Social, Health and Economic Education (PSHE), or elements of the subject, mandatory in all schools. It is expected that it will become mandatory for Secondary Schools to teach RSE and PSHE from September 2019. At Farney, PSHE is taught to all year groups, following the National Curriculum. This policy will be reviewed once new guidelines are published and approved by the governors.
2. AIMS OF RELATIONSHIP AND SEX EDUCATION
Relationship and Sex Education (RSE) is an educational entitlement for all children and young people. It is lifelong learning about physical, moral and emotional development and sex, sexuality and sexual health. It enhances the self-worth and confidence of each individual and encourages mutually respectful relationships and empathy for others.
Clear, relevant and inclusive RSE plays a crucial part in safeguarding children and young people, especially those with special educational needs and disabilities who are more vulnerable to abuse and exploitation. It also complements and underscores other key strands of delivery, including esafety, anti-bullying and equality and diversity.
RSE has three main elements:
Attitudes and Values
- Understanding of the nature and value of stable, loving and mutually respectful relationships.
- Respect for self and others.
- Exploration of moral dilemmas.
- Development of critical thinking.
Personal and Social Skills
- Self-confidence, self-esteem and empathy.
- Managing emotions and relationships confidently and sensitively.
- Skills of choice to manage responsibility.
Knowledge and understanding
- Emotions and relationships.
- Physical development.
- Sexuality, reproduction, sexual health.
- Information on local and national contraception and sexual health services.
- Reasons for delaying sexual activity.
- The avoidance of unplanned pregnancy.
- Keeping physically and emotionally safe.
- Information on the law in relation to sexual health and legal rights
3. PROVISON OF SEX EDUCATION
Farney Close School provides a setting in which pupils can be offered appropriate teaching and guidance about Relationships and Sex Education throughout the 24 hour curriculum. The purpose of RSE is to assist children and young people to prepare for adult life by supporting them through their physical, emotional and moral development and helping them to understand themselves, respect others and form and sustain healthy relationships.
Relationships and Sex Education is taught across all year groups as part of the discrete curriculum of PSHE and the Science curriculum. It is inclusive of all pupils to ensure that they:
- Receive accurate, clear, comprehensive and up to date relationships and sex education that is LGBTQ inclusive.
- Are prepared for the opportunities, responsibilities and experiences of life.
- Develop positive attitudes to sexuality.
Health professionals may be involved in the delivery of some aspects of the SRE curriculum, particularly more targeted programmes to individuals where a need has been identified.
The programme is designed to support and complement the role of parents and carers who have the prime responsibility in this sensitive area.
4. SUMMARY OF PROGRAMME CONTENT
The main aims of the Relationships and Sex Education programme are to give young people the knowledge and understanding to build healthy, enjoyable and loving relationships as they move into adulthood. 'Relationships' should be understood to include friendships, family relationships, relationships in the wider world e.g. work colleagues/strangers, and for secondary school pupils, intimate relationships. Pupils are encouraged to recognise the responsibilities of parenthood and to respect themselves and others. Pupils are educated in the importance of behaving responsibly and respectfully in sexual matters, particularly with regard to the importance and understanding of consent.
Moral and ethical issues are presented and discussed in order to grow pupils' understanding around issues such as staying safe in the digital age, defining and respecting personal boundaries, recognising unhealthy relationships etc.
The programme looks at the biology of sexual maturation, focusing on the physical and emotional changes associated with puberty as well as the related issues of personal hygiene.
Pupils receive information about sexually transmitted infections including HIV and AIDS and the importance of practising safe sex. Pupils receive information about contraception and its importance in guarding against unwanted pregnancy and sexually transmitted infections. The programme covers the legal implications of sexual behaviour. Pupils are made aware of people and places they can go to for appropriate help or advice.
5. TEACHING STRATEGIES
It is good practice to set out ground rules to help create a safe environment in which pupils do not feel anxious or embarrassed by ensuring the following:
a) teachers/health professionals will not have to answer personal questions
b) no pupil will be forced to take part in a discussion
c) pupils will be encouraged to use the anatomical name for body parts
d) the meaning of words will be explained in a factual way
Farney Close School has a commitment to ensure that the programme is relevant to all pupils and is taught in a way that is age and stage appropriate. Some pupils, for a variety of reasons, may benefit from 1:1 and small group RSE sessions. It may be appropriate to include occasions when single sex groups have an opportunity to explore issues which may be particularly sensitive. This work may be done by the teaching teams or in some instances by other teams e.g. the Care team, or the LAC Officer.
Teachers will use distancing techniques which involve de‐personalising discussion and using role play to 'act out' situations.
Teachers will be given training on how to respond to difficult questions. If a question asked that is too personal or too explicit then the teacher should:‐
a) acknowledge the question and arrange to speak to the pupil later in a more appropriate setting
and/or
b) in consultation with a member of the SLT, or Designated Safeguarding Lead.
Teaching methods employed within Sex Education are as significant as the content of the programme. The strategies employed should enable pupils to practice the skills of negotiation, decision making, assertion, research, problem solving and collaboration. Pupils should be given a range of opportunities to explore and develop their own attitudes and values, including exploring their own and others prejudices, engaging in discussion, preparing presentations, challenging stereotypes and considering evidence.
It is important that the teacher promotes an atmosphere in which pupils can:-
a) feel comfortable and trusted
b) feel able to contribute
c) use language as a tool for exploration
d) feel supported
e) support each other
f) express their feelings.
Pupils should be encouraged to work in an active way, through methods such as:-
a) role play and theatre workshops
b) debating
c) discussion
d) projects
e) displays
g) case studies
h) TV, films, documentaries and Health Education publications
i) visitors and visits
6. Parental Permission
1. All parents will have a copy of the Relationship and Sex Education Policy, it is also available on the school website.
2. Parents and carers have the right to withdraw pupils from all or part of the Relationships and Sex Education programme that is not included in the Programme of Study for the Science National Curriculum. Any parent or carer wishing to withdraw a child from the programme should write to the Head Teacher informing them of their decision.
7. Child Protection and Confidentiality
RSE can be a sensitive issue. To protect privacy and engender respect for all, teachers will be expected to develop ground rules with pupils at the onset of potentially sensitive issues. Pupils should also be informed that teachers cannot offer or guarantee pupils unconditional confidentiality.
If a pupil were to make any form of disclosure, staff must ensure that it is treated and reported in line with the safeguarding policy and procedures, and inform the Designated Safeguarding Lead.
8. Specific Issues when teaching Relationship and Sex Education
Teachers are in a position of trust and are expected to work within the agreed parameters of this document.
1. Teachers must be aware of the school Child Protection Policy as the teaching of RSE may raise the sensitive issue of child abuse. Joint guidance by the DfES Working Together to Safeguard Children (pub. March 2010) sets out how all agencies should work together to promote children's welfare and protect them from abuse and neglect.
2. The teaching of contraception is an essential part of the Government's strategy to reduce teenage pregnancy. RSE staff should give pupils information about different types of contraception and should give additional information about where they can obtain confidential advice and counselling, on an individual basis. On a young person's request, contraception is available through the school via the Family and Sexual Health Clinic.
3. A key task for schools is to reduce/delay sexual activity and to reduce the incidence of teenage pregnancy through the teaching of RSE. National and local statistics should be used as the basis for discussion. In discussing the moral issues the religious convictions of pupils and their parents should be respected.
4. STIs including HIV and AIDs – the teaching about safer sex is one of the Government's strategies for reducing the incidence of STI's including HIV/AIDs. It is vital to give pupils appropriate information and knowledge about STIs and HIV/AIDs. As well as information pupils need to develop the skills to enable them to make sensible choices. This will link to peer pressure and other risk taking behaviour such as drugs and alcohol (see Safeguarding Policy). | <urn:uuid:2c8fd972-ba65-4b0b-bb58-5cf3cac3b27b> | CC-MAIN-2018-51 | https://www.farneyclose.co.uk/images/Relationship_and_Sex_Education_Policy_2018.pdf | 2018-12-18T13:48:51Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00079.warc.gz | 878,772,674 | 2,261 | eng_Latn | eng_Latn | 0.997542 | eng_Latn | 0.997829 | [
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SAFE
RESPONSIBLE
RESPECTFUL
R
S
R
iPledge for Children
Name: __________________________
Date: __________
I pledge to use my technology SAFELY. When I am online, I will not visit dangerous or inappropriate sites, talk to strangers, or provide personal information without letting my parent/caregiver know about it first. I will not use technology to bully or cause harm to others. If I am made aware of unsafe activity online, I will notify an adult immediately.
I pledge to use my technology RESPONSIBLY . I will do “first things first,” like homework, physical activities, music practice, and my chores at home. I will use technology with balance. I will hand over all screens at night so that I can get a good night’s sleep .
I pledge to use my technology RESPECTFULLY. When my parent/caregiver tells me to turn off or hand over my screen, I will turn it off or hand it over in a respectful way. Screens can make people moody and disrespectful, and I pledge to do my best to be respectful with my technology. I will know when to turn it off to maintain my face-to-face, people skills.
For more information, contact: Dr. Michael Fraser 718-579-5476
iPledge for Parents
Name: __________________________
Date: __________
I pledge to help my child use technology SAFELY. If my child has access to the Internet from a phone, tablet or computer, I understand that they have access to people, websites, images and videos that are inappropriate, shocking and dangerous. I pledge to install software that will help me monitor their use (e.g., Norton Family). I will do my best to be aware of what sites they visit, whom they talk to, and what they play. I will have frequent conversations about how to use technology safely.
I pledge to help my child use technology RESPONSIBLY . I will set reasonable limits with my child to teach the importance of homework, positive activities, self-care and chores at home. I will set a good example for how to use technology with balance. I will not let my child take screens to bed so that s/he can get a good night’s sleep .
I pledge to teach my child to use technology RESPECTFULLY. I will work with my child to know when to turn off and hand over their screen(s) in a respectful manner. I will talk with my child about the importance of developing face-to-face, people skills. I will work with my child to use technology with kindness and accept limits to screen use. | <urn:uuid:590fa5e0-50ba-4375-9132-639ac2da1b8e> | CC-MAIN-2018-51 | https://www.michaelfraserphd.com/storage/app/media/ipledge-child-parent-form-4-26-18.pdf | 2018-12-18T13:47:46Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00081.warc.gz | 983,264,712 | 538 | eng_Latn | eng_Latn | 0.999211 | eng_Latn | 0.999153 | [
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Marking Texts
The following ten suggestions will help you mark your textbooks (purchased or rented) so they will be of immediate and lasting value to you. The front of this page is marked according to these recommendations. If you are using a book temporarily, you may use sticky notes to write in the margins instead of highlighting and writing on the actual pages. On the back of this page is an illustration of a section of a textbook that is marked as a rented book may be.
1. Read first and then mark the text selectively. Make conscious decisions about what to underline and limit the amount. Too much underlining is difficult to study later and often becomes a mechanical process that requires little thought. Read a section of material first and then go back and underline only the words and phrases that most accurately state what that chunk of material is mainly about.
2. Mark transitions and number important ideas. Making transitions stand out in the text helps you locate the ideas. When you box such words as first, for example, next or finally, you not only locate important ideas more easily, you also see how they relate to each other.
3. Indicate and define specialized vocabulary. Write brief meanings in the margin if you need to. You need to know these terms to understand the textbook and the instructor, and take the exams.
4. Jot down main ideas in the margin. At the end of a paragraph, stop and ask yourself, "What was most of that paragraph about?" Write the answer in as few words as possible in the margin. This is an especially useful technique for short dense assignments that are difficult to understand, such as those in philosophy, physics, or chemistry.
5. Label Examples (ex). When you encounter an example, determine what main idea it exemplifies and label it. It will help you understand the main idea when you study later.
6. Write your own ideas, including connections with your other classes, in [square brackets]. If you are reading actively, concentrating and understanding, you will also be thinking. Jot down the ideas that occur to you either at the top or the bottom of the page and bracket them to indicate they are your own. Your recorded ideas will make later study more interesting and will also provide ideas for class discussions, papers, and exams.
7. Write questions as you read. Questions help you think, relate new material to what you already know, and wonder about implications and applications. All these mental activities help you learn the material in the first place and remember and use it later.
8. Write brief summaries at the end of each section of material, and later; at the end of chapters and the book. Use the white space throughout the book to write summaries. Write them in brief phrases only. They should answer the questions "What was this about?" and "What did the author say about it?" Summarize your own words as much as possible. Don't read and write at the same time, or you will end up with too many notes.
9. Make outlines of obvious major ideas in the margins. Outlines are a visual representation of ideas and their relation to each other. At times, obvious transitions will make the ideas stand out. When you encounter such material, write brief outlines of the ideas in the margins.
10. Make maps. Outlines force you to isolate and organize important ideas so you can visualize them and thereby understand and remember them. Writing ideas in map form accomplishes the same thing. You can map major sections, chapters, or even entire books. Experiment with summaries, outlines, and maps and decide which work best for you.
Adapted from: | <urn:uuid:a9870a81-b40b-48c0-b3f9-87e963e140f6> | CC-MAIN-2018-51 | http://peerconnections.sjsu.edu/resources/academic_resources/peer_connections_handouts/Marking%20Texts.pdf | 2018-12-18T13:22:52Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00082.warc.gz | 220,590,354 | 734 | eng_Latn | eng_Latn | 0.998884 | eng_Latn | 0.998884 | [
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BEFORE YOU GET STARTED
DO… has comprehensive lesson guidance which we'd strongly recommend reading before teaching the lessons in this pack. The guidance contains useful advice and techniques for quality RSE delivery and covers topics like establishing ground rules, confidentiality and support for students. For ease of reference, we've replicated their guidance on establishing a group agreement below but there is also a lot of other useful information, including:
¢ ¢ Confidentiality and young people
¢ ¢ Different learning methods
¢ ¢ Different learning needs
¢ ¢ Start where they are at – age appropriateness
¢ ¢ Embedding gender and sexual diversity – not just adding it on
¢ ¢ Promote tolerance and respect for difference and diversity
¢ ¢ Faith and values
¢ ¢ Use of language
¢ ¢ Assessment and evaluation
¢ ¢ Supporting young people in accessing services guidance.
ESTABLISHING A GROUP AGREEMENT
Why it's needed
Teachers and students feel safer and work more effectively if they have worked together to decide upon a group agreement or set of ground rules. This helps reduce anxiety and embarrassment but also sets the tone for the programme of lessons, allowing everyone to feel that they can participate if they wish. It also reduces the risk of unintended personal 'disclosure' from both students and teachers – it's not appropriate for a teacher to disclose details about their sex life (though some teachers do choose to be open to students about their sexuality).
¢ ¢ Asking and answering questions
It's much better to get students involved in creating the group agreement. So maybe start with a couple of ground rules and then ask students to complete the rest e.g. 'What behaviours would you not like to see happen during the programme?'
15
16
This group agreement should be one of the very first things you do before you start working through the any lesson plans. You can either ask students to come up with their own group agreement or use the example below as a guide.
EXAMPLE GROUP AGREEMENT
We will be open
We can talk openly and honestly but we shouldn't talk about our own or others' personal/private lives. We can discuss general situations as examples but must not use names or identifying descriptions.
The classroom is a safe space
We can feel safe discussing general issues relating to relationships and sex within this space. And we know that, as long as we are not at risk, our teachers will maintain a certain level of confidentiality. Outside of the classroom, we are aware that other people may feel uncomfortable with such discussions.
We will be nice and respectful
It's okay for us to disagree with another person's point of view but we will not judge, make fun of, or put down anybody.
We won't be forced to get involved
We'll always encourage everyone to get involved in the lesson but no-one will be forced to do anything they don't want to, and no-one will be put on the spot.
Remember, we are all different
We all have different identities, backgrounds and experiences so try to remember that during the lessons.
We will listen to others and share our points of view
Everyone has the right to share their point of view and it will be listened to.
We will try to use respectful language
Nobody should be intentionally disrespectful to others. If we use disrespectful language unknowingly, we will discuss this in class to help each other understand why it's disrespectful.
Asking questions
We know that there are no stupid questions. It's okay not to know everything and it's okay to get things wrong – even if you are the teacher.
SELF-REFLECTION EXERCISE
Teaching about HIV can be challenging because of the topics, opinions and questions that may arise. But the skills it can help to develop are essential and exploration of values and attitudes through the lens of HIV can be highly rewarding for teachers and students. Reflecting on your own personal feelings about HIV, relationships, sex, education and society before entering the classroom, can greatly enhance your teaching.
This self-reflection exercise has been created to make you comfortable about preparing and delivering quality lessons about HIV; it is designed to be used ahead of teaching with this pack.
Click here for five other self-reflection exercises from DO… that you can complete to help you address any concerns or anxieties you have before you teach RSE in the classroom.
ACTIVITY
Think carefully about what you know about HIV and write down your thoughts.
This could include:
¢ ¢ What you were taught at school about HIV
¢ ¢ How HIV is passed on
¢ ¢ Who has HIV
¢ ¢ What HIV is and what AIDS is
¢ ¢ What people living with HIV can and can't do
¢ ¢ What effect HIV has on someone living with HIV.
Once you have written down everything you can think of, have a read through the FAQs about HIV in the next section:
¢ ¢ Was there anything that surprised you?
¢ ¢ Have you learned anything new?
¢ ¢ Where were you right and where were you wrong?
¢ ¢ If you were wrong, what might have influenced your thinking?
¢ ¢ If you were right, where did you get this information?
Take home message:
Unpacking what we know about HIV – particularly in terms of the messages we received in our own relationships and sex education – can help us evaluate where prejudice may have influenced our understanding of the condition.
17 | <urn:uuid:3e651407-2242-474d-9124-93c71887f5f0> | CC-MAIN-2018-51 | https://www.nat.org.uk/sites/default/files/teachers-resources/Before_you_get_started_1.pdf | 2018-12-18T14:13:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00080.warc.gz | 989,151,556 | 1,096 | eng_Latn | eng_Latn | 0.998244 | eng_Latn | 0.998531 | [
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1
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color
2
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap
3
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart
4
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connection between your body and the Earth. Emotional blocks can affect your vision tremendously.
5
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connec-
6
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the
7
LARGE AND SMALL PRINT
Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connection between your body and the Earth. Emotional blocks can affect your vision tremendously.
8
LARGE AND SMALL PRINT Look around you and study the trees, the shape of the leaves and the size of the branches. Look up and down and out into the distance. Then shift your eyes so that you are seeing things closer to you. Be aware of the distance between the trees, the color of the leaves, the shape of the leaves. See them as darker and the sky as lighter. Shifting your eyes and seeing details stimulates greater vision. Tap on your abdomen below the belly button. This is your second chakra and your emotional center. Release any emotions that have been stimulated from the central nervous system. Breathe deeply and then tap on the center of your chest and heart chakra. Release tension from shoulders and neck and feel the connection between your body and the Earth. Emotional blocks can affect your vision tremendously. | <urn:uuid:83f4dbb4-4b88-4e67-97a1-89e45aba5367> | CC-MAIN-2018-51 | http://www.movementandspirit.com/pnina/wp-content/uploads/2014/12/BigLittleType1.24.15.pdf | 2018-12-18T13:06:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00082.warc.gz | 427,705,982 | 1,106 | eng_Latn | eng_Latn | 0.999189 | eng_Latn | 0.999189 | [
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ABOUT THIS PACK
This Pack supports the RSC's 2013 production of Anthony and Cleopatra, directed by Tarell Alvin McCraney. The production opened on 7 November in The Swan Theatre, Stratford upon Avon, and will run until 30 November before going on tour to Miami and New York. Antony and Cleopatra is a Royal Shakespeare Company co-production with The Public Theatre, New York, and Gable Stage, Miami.
The pack is specifically designed to support KS3-4 students looking at Antony and Cleopatra through a range of practical and analytical activities, based on rehearsal processes, although many can be adapted for different age groups.
CONTENTS
These symbols are used throughout the pack:
READ
Notes from the production, background info or extracts
ACTIVITY
A classroom or open space activity
WRITE
A writing activity
LINKS
Useful web addresses
SYNOPSIS
A full synopsis of the play is available as an overview of the story at: http://www.rsc.org.uk/explore/shakespeare/plays/antony-and-cleopatra/synopsis.aspx
APPROACHING THE PLAY
Each director, designer and company of actors will have their own ideas for their production and together through the rehearsal process they create their own interpretation of Antony and Cleopatra. This pack will look at how Tarell McCraney and the 2013 company have done this.
For ideas on how other directors at the RSC have approached this play please click on the following link:
http://www.rsc.org.uk/explore/shakespeare/plays/antony-and-cleopatra/1953-2006.aspx
ABOUT THE PRODUCTION
Tarell McCraney has chosen to set this production in the late 1700s against the backdrop of Saint-Domingue (the old Colonial name for Haiti) on the eve of the Haitian Revolution against the French.
60 - 70 years before the American Civil war the Haitian slaves rebelled successfully from the French. It was a horrifying moment for Colonial Powers as the Haitians used the political theories of the recent French Revolution to gain their own freedom.
In this production:
Egypt is re-imagined in Haiti with Cleopatra as a Haitian Queen;
Imperial Rome is transposed to Colonial France with Antony loosely modelled on Napoleon's Brother in Law, General Leclerc who was sent out to Haiti to quell the Haitian Slave rebellion;
Caesar is loosely modelled on Napoleon;
Enobarbus is loosely modelled on Toussaint who was one of the founders of the Haitian Rebellion.
To find out more about the setting of this production, follow the link below and listen to interviews with both Tarell McCraney (the director) and Tom Piper (the designer):
http://www.rsc.org.uk/whats-on/anthony-and-cleopatra
PRODUCTION BACKGROUND
ABOUT THE DIRECTOR
Tarell Alvin McCraney has recently won an award for his work. The MacArthur Award website explains:
"Tarell Alvin McCraney is a playwright exploring the rich diversity of the African American experience in works that imbue the lives of ordinary people with epic significance". – "In telling stories that are simultaneously contemporary and universal, McCraney is demonstrating to new and younger audiences the ability of theatre to evoke a sense of our shared humanity".
In this production the text has been radically edited so that a play that is normally played by between 17 - 44 actors can be played by just 10 actors (5 from the USA and 5 from the UK). The character of Enobarbus serves as both a player within the action of the play and storyteller/Narrator who observes the events as he guides the audience through the narrative of the play. The play is also infused with supernatural/voodoo elements conjured from the Haitian setting and explored through the roles of the Soothsayer, Mardian and Eros who have been rolled into one character, who foresees the events of the play and weaves between the two contrasting worlds of the play.
Tarell McCraney's own work as a playwright (see the Brother/Sister plays) explores the idea of the 'distant present' or 'mythic now'.
For more information on the recurring themes in Tarell McCraney's work please click on the links below.
http://www.seattlerep.org/Plays/1011/BZ/DeeperLook/DistantPresent
http://www.npr.org/2009/04/24/103410868/the-magic-of-tarell-mccraneys-distant-present
These themes are an important part of the way in which Tarell McCraney has approached this production of Antony and Cleopatra as he explains:
"The best way to work on Antony and Cleopatra it is to think about it as a mixture of history and tragedy. It is both what we could call history - a narrative form of historical events – and a tragedy. It has a supernatural and a straightforward shot towards a tragic end. Because both those elements are involved it allows me a chance to figure out a placing of the play, a framing of the play, that would really allow for the audiences to think of a history that they can access that is indeed historical and in their minds. But it would also be somewhere that felt visceral, somewhere that they didn't have to go and find a book to look up but was immediate. I thought the colonisation of the Americas, the Caribbean, was a good ground to place that in. But also a place that was alive with the supernatural, the merging of religions and spirituality that felt right for a tragedy as well."
CREATING THE WORLDS
LOOKING AT HAITI AND FRANCE
"The beginning process began with me working on the script for a long time, figuring out what the script wanted and where to set it. Once that is decided you have to start looking at what does the production need and we knew that we could only cast 9 to 10 actors. So that was another phase of the work.
Then another phase of the work was making sure that the music and the dance elements that were being brought to the play worked and how they worked within it. So we had music and movement workshops." – Tarell McCraney
Music and Movement play a large part in how the two worlds of Rome and Egypt, or France and Haiti as they are in this production, are created. The play moves quickly and frequently between Egypt and Rome and so much of the success of any production of Antony and Cleopatra comes from being able to shift easily and clearly from one world to the other. As part of this, Tarell works very closely with Movement Director, Gelan Lambert, and the Composer, Michael Thurber, throughout the rehearsal process.
ACTIVITY 1: MOVEMENT
"Tarell is directing and staging it (Antony and Cleopatra) in a way that is so pared down. It is so much about the content of the show that the music and the movement become extremely important because, for the audience, it helps you know where you are." – Michael Thurber (Composer)
The composer, Michael Thurber, and the movement director, Gelan Lambert, lead sessions with the company during rehearsal that explore the different styles of dance and music that have come out of the two contrasting worlds of Haiti and Colonial France.
The actors get to explore and experience Haiti and France during these sessions for themselves. This helps them to get a visceral feel for the worlds that the characters come from. The following activity will help you to explore this feeling with your students in a similar way.
Using the following words that could be used to describe the movements in France and the movements in Haiti, create frozen images that portray the two different worlds:
o HAITI - grounded, earthy, engaged, personal, free, earthy, circular, feminine, fluid.
"Haiti is basically feminine in spirit, its movements are much more circular and fluid. Its elements dealt more with water and this idea of things melting and becoming more liquid"
o FRANCE - balanced, formal, symmetrical, exact, proper, correct, disciplined, masculine
"France was concerned with military operations, straight lines, phalanx. It dealt more with earth and rigidity"
Ask students to look through the text, or selected sections, and find descriptions of Egypt and Rome, creating a list of words that describe Egypt and a list that describes Rome.
In groups, invite students to create frozen images that capture the worlds of Egypt and Rome.
Encourage students to animate their frozen images by either taking one of their chosen lines or describing what they found in the text.
Discuss with students how these frozen images compare to those they created of Haiti and France. Are there any differences or similarities they notice?
ACTIVITY 2: MUSIC
To create the musical vocabulary for both Haiti and France, Tarell set Michael Thurber (the composer) the challenge of finding and using only 3 instruments that could live in both worlds easily. Tarell explains how:
"They had to be able be at once liquid, open and burgeoning but also at the same time they could be pulled into a strict, tight regiment."
Michael came up with a Drum, an upright Bass and a guitar.
"I chose those 3 instruments because I wanted to accomplish a French, European sound, almost a Baroque sound and but also get a Haitian, jazz, African drumming type feel." – Michael Thurber
Ask students, in small groups, to decide on three instruments they could use to help capture the spirit of both worlds.
o During rehearsal the company listened to Toto Bisainthe "Dey", a Haitian jazz artist, and Baroque composers to inspire their own choices.
If facilities are available, challenge students to create a piece of music for each world using the same instruments to perform for the rest of the group.
Invite students to form their freeze frames of the two worlds, from the previous task, to show how the music they have created might help to create the sense of 'place' in each.
BRINGING THE WORLDS TO LIFE
ACTIVITY 3: DESIGN CHALLENGE
In small groups set your students the challenge of deciding where and when they would set their own production of Antony and Cleopatra:
Ask students to find two contrasting worlds that might represent Rome and Egypt. These could be different continents, two cities in one country or two contrasting areas of one city.
Allow students time to research their chosen worlds. Encourage them to collect images, books and articles related to the worlds they have chosen.
Encourage students to create a visual collage of their two worlds, drawing on their research. As part of this, ask students to ensure they also provide a list of reference materials.
Ask students to choose music that they feel compliments and embodies the environments that they have chosen and to explore how different movements or dance traditions might be inherent in each world.
Invite students to then develop their two chosen worlds by:
o Designing costumes for Cleopatra and Antony (and other characters if you wish)
o Creating a basic 'set' that could easily transform to depict their two worlds. How will you differentiate between the two?
Provide students with the opportunity to then present their different designs to the class.
ESTABLISHING THE ENSEMBLE
Throughout rehearsals, Tarell always encourages the company to feel free, to suggest ideas, share thoughts, and to try anything out - to make sure they are not holding back or censoring themselves in any way. This is very reflective of the whole process. A sense of 'Ensemble' has been created and supported from the start and has run from the first day of rehearsals through preview performances and beyond. This notion of collaboration can be seen in every aspect, including the group's warm-up exercises which have, in their own way, been integral to Tarell's approach.
Most days of rehearsal begin with Tarell leading the actors through a series of exercises and games to bond the actors and get them used to working with each other as an ensemble.
Joaquina Kalukango (the actress playing Cleopatra) explains:
"We were thrown into an ensemble and we all kind of made that leap to not be scared no matter what. We would all fall on our face freely in front of each other and Tarell did a great job at the beginning of hitting that from the beginning and saying it was ok and that just allows everything to be better when you can let all of those restraints go and trust your company.""Pretty much every morning we do a warm-up series where we are all together – all connected doing exercises."
ACTIVITY 5: GROUP WARM UPS
The following warm up activities have been taken directly from the rehearsal room and recorded by the Assistant Director Audrey Sheffield. By the end of this session, the actors said they all felt tuned in to each other as a whole – they were aware of each other physically as well as spiritually.
Ask students to form an equally spaced circle and to look ahead of them, with a relaxed, soft gaze.
Encourage students to let their eyes go 'soft'. This means they should try and look at everything at once – which may seem to them like they're staring in distance. Ask them to make sure they look at everyone equally and that they start to question the details around them. Are they really in a circle, for instance?
Invite students to then change the space they are in, keeping equal distance between them and maintaining an even shape:
o Making the circle as small as possible
o Making the circle as large as possible in the room
Ask students to return to the original circle size and turn to their right, facing the back of the person next to them.
Allow students to start walking around in their circle at a medium pace, challenging them to start at the same time, without talking. Add to this by:
o Asking them to speed up and walk as fast as possible without running
o Asking them to slow down as much as possible but keep moving forwards
o Asking them to turn around and move in the opposite direction
o Asking them to stop at the same time
o Asking them to stop and jump at the same time
Once finished, ask students to stop walking and stand in their places within the circle, facing into the centre. Encourage them to become aware of their breathing, taking deep breaths, together for some time.
APPROACHES TO CHARACTER
All actors have their own ways of creating and understanding their characters. In the following introductions and activities Joaquina Kalukango and Jonathan Cake share their starting points for creating the characters of Cleopatra and Antony.
ACTIVITY 6: CREATING CLEOPATRA
"For me, I read the play a lot of times, then I got a lot of adaptations and then I got a biography that recently came out in 2012 about Cleopatra. I tried to take different things here and there to see what I could use to feed the text. Then I started watching films about Haiti during the revolution and all those things. I started looking at pictures. I love pictures because they tell so many stories. Seeing faces of Haitian people now and let my imagination run."
Ask students to go through the play, or selected sections, and write down everything that is said about Cleopatra, for example where she is termed an 'Enchanting queen'.
Allow students to research and collate any images they can find of Cleopatra, also finding films and books about her.
Invite students to use their findings to make a collage of how they see Cleopatra, writing a description of what kind of person they think she is.
This could be developed by then encouraging them to create their own visual image of Cleopatra.
ACTIVITY 7: CREATING ANTONY
"Well, the only thing that happens is you have to understand what you are saying – it is the only and everything of it. So often I find with Shakespeare you can get the sense of a line, kind of vaguely, what it's sort of trying to say, but only when you really unpack it word by word do you get the full implications of what's going on. Then you get all sorts of things that are going on around the line – through the line – underneath the line. You find this sort of 'ghost' that lives underneath the thought and that is very hard to do. You might not find all the ghost of the thought until you've been playing it for 6 months"
Ask students to read the following description, provided by Jonathan Cake, about how he works with the language in this way before completing the rest of the activity:
"Basically I can't understand it unless I sit down and think what is being said here. But actually, if you've worked on Shakespeare's plays before as I have, and certainly if you attend to it carefully, it repays. You suddenly start seeing all sorts of things in these lines that help you. It sounds like a very intellectual academic process but it's not. For an actor, certainly, it is a very emotional, instinctive process. You see how words are emotional tools – feeling tools.
I have a line I said today:
"May I never to this good purpose, that so fairly shows, dream of impediment"
There is something about where he puts the word 'dream' that implies all sorts of things. It is a clichéd phrase now – 'I'd never dream of it – I'd never dream of breaking this promise that I'm making to you now.' But when you think about what breaking a promise actually means - you'd never allow your subconscious or your unconscious to even contemplate it so that it came to you in bed at night where you might be having some naughty dream about Cleopatra off in Egypt. I wouldn't even let it into my sleep! Suddenly, that unpacks a whole world of possibility of what he's trying to say, of what he's trying to think and feel all at once. So that's it – you've just got to approach the language."
In pairs or small groups, challenge students to choose one of Antony's lines, which can be found in 'Antony's Lines' in the Resource Materials, or a section of text that you like.
Ask students to start by translating the line(s). As part of this encourage them to really unpack the words and explore all aspects of their meaning rather than 'modernising' it.
o A Shakespearean glossary, such as "Shakespeare's Words – A Glossary & Language Companion" by David Crystal & Ben Crystal, may help.
Invite students to create a physical image for their chosen line. Ask them to try and visualise exactly what he is trying to say through those words.
Encourage the groups to show their physical images.
Working in their groups, ask students to go back to their line(s) and say them out loud in 5 different ways fully exploring the meaning of each word.
Can they find the 'ghost' of the line that Jonathan talks of? Did they find something that they didn't see before? How has your understanding of the line changed or deepened?
MYTHIC FIGURES
"(Shakespeare) was experimenting with form a bit – I think he was writing a play about famous people – what it is to be famous."
"It is almost as though the characters themselves as well as the audience are sort of being made to see them from the outside – like you would famous people – and almost see them as two people".
ACTIVITY 8: MACHINES
The following activity will help you and your students to explore the impact of having these huge, mythical, historical and famous figures on stage. It relies on a number of lines from the text which can be found in the Resource Materials entitled 'Machine Lines'.
Divide the group into two teams; Antony and Cleopatra. Ask each team to form a circle of their own, so they can see one another.
Ask the Antony team to each choose their favourite line from the Antony list and the Cleopatra team to each choose their favourite from the Cleopatra list.
Nominate one student in each team to be a 'leader'.
Ask the 'leader' in each team to walk across the circle to the opposite side, saying their line. As they walk across ask them to complete a movement that visualises their line. At the other side of the circle they should nominate another person to take their place and cross the circle using their line.
Encourage students to cross the circle three or four times.
Ask students to turn around so that they have their backs to one another and rehearse their line and action till they're really confident in using it.
Invite the same 'leader' to enter the space and stop somewhere in the circle. This time they will need to repeat their line and their movement continually as they are joined by other members of the team to create a larger 'machine'. Each student will get to do their line three times before the next line enters so that the team can hear each line.
Invite each team to look at the 'machine' created by the other as it moves. Depending on the group, it may be a good idea to ask them to close their eyes and listen at first, before watching and noting their actions. Ask the 'machine' to then freeze and discuss with the other team what they noticed about the lines. What overwhelmed them? What did they notice? What did the movements and the way the interacted reveal to them?
ACTIVITY 9: SCENE STUDY
The following activity will enable you and your students to explore Act 1 scene 3. A copy of the scene can be found in the Resource Materials along with a description of Antony from Jonathan Cake and one of Cleopatra from Joaquina Kalukango.
In pairs, ask students to sit back to back on the floor and read the scene together.
As they are reading, instruct students to flick their scripts, creating an emphasis, every time they reach a word they feel is important.
Ask students to create two separate maps of Cleopatra and Antony's 'Wants' and 'Tactics'. For example, what does each of them want to achieve in the scene and what tactics and strategies do they employ to try and realise those aims.
Encourage students to look at each 'Want' for both characters and write down the actions they could employ, in their tone and physical actions, to try and achieve their aims.
o One way actors remember this is to create an action statement for each stage in a scene or line. For example, Cleopatra wants Antony to stay with her so she may use the tactic of seducing him. Her action statement would then be: 'I seduce you'.
Ask the students to find actions or tactics for each of their 'wants' that will fit between the words I and YOU.
Invite students to try out the scene again and be very specific with what actions they are playing on each line.
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RESOURCE MATERIALS
ANTONY'S LINES
"Our terrene moon is now eclipsed and it portends alone the death of Antony"
"I will be treble-sinew'd, hearted, breathed, And fight maliciously: for when mine hours Were nice and lucky, men did ransom lives Of me for jests; but now I'll set my teeth, And send to darkness all that stop me. Come, Let's have one other gaudy night: call to me All my sad captains; fill our bowls once more; Let's mock the midnight bell"
"You have been a boggler ever: But when we in our viciousness grow hard – O misery on't – the wise gods seel our eyes; In our filth drop our clear judgments; make us Adore our errors, laugh at's while we strut To our confusion."
"I found you as a morsel cold upon Dead Caesar's trencher; nay, you were a fragment Of Cneius Pompey's; besides what hotter hours, Unregister'd in vulgar fame, you have Luxuriously pick'd out: for, I am sure, Though you can guess what temperance should be, You know not what it is."
O Sun, thy uprise shall I see no more: Fortune and Antony part here; even here Do we shake hands. All come to this? The hearts That spaniel'd me at heels, to whom I gave Their wishes, do discandy, melt their sweets On blossoming Caisar; and this pine is bark'd, That overtopp'd them all.
MACHINE LINES
ANTONY THEATRE MACHINE LINES:
There's beggary in the love that can be reckoned Fie, wrangling queen! Whom every thing becomes, to chide, to laugh, To weep. I must from this enchanting queen break off Let Rome in Tiber melt, and the wide arch Of the ranged empire fall! Here is my space. Would I had never seen her The beds I'th'East are soft If I loose mine honour I loose myself I'th'East my pleasure lies Hark! The land bids me tread no more upon't; It is ashamed to bear me! I have lost my way forever I have offended reputation O, wither hast thou led me, Egypt? My heart was to thy rudder tied by the strings Alack, our terrene moon Is now eclipsed; and it portends alone The fall of Antony I will be treble-sinew'd, hearted, breathed, And fight maliciously Let's have one other gaudy night Come on, my queen; There's sap in't yet. The next time I do fight, I'll make death love me; Thou art the armourer of my heart All is lost; This foul Egyptian hath betrayed me Triple-turn'd whore! Fortune and Antony part here;
I am dying Egypt, dying
CLEOPATRA THEATRE MACHINE LINES:
```
I'll set a bourn how far to be beloved I am Egypt's queen A Roman thought hath struck him! If you find him sad, Say I am dancing; O, never was there queen So mightily betray'd Eternity was in our lips and eyes I am quickly ill, and well So Antony loves O, my oblivion is a very Antony Give me to drink mandragora O happy horse, to bear the weight of Antony! How goes it with my brave Mark Antony? Though I am mad, I will not bite him The most infectious pestilence upon thee! Is he married? Thou shalt be whipp'd with wire, and stewed in brine, Smarting in lingering pickle Report the feature of Octavia I faint: O Iras, Mardian! Pity me, Mardian, But do not speak to me. Herculean Roman O, my oblivion is a very Antony Not know me yet? Since my lord is Antony again, I will be Cleopatra. Noblest of men, woo't die? The crown o'the earth doth melt.
```
- 12 -
This mortal house I'll ruin
I dream'd there was an Emperor Antony
His legs bestrid the ocean: his rear'd arm Crested the world:
"I shall see Some squeaking Cleopatra boy my greatness I'the posture of a whore."
Give me robe, put on my crown; I have Immortal longing in me;"
I am fire and air; my other elements I give to baser life;
ACT 1 SCENE 3 EXTRACT (Edited by RSC Education)
CLEOPATRA
I am sick and sullen.
MARK ANTONY
I am sorry to give breathing to my purpose,--
CLEOPATRA
Help me away, dear Charmian; I shall fall:
MARK ANTONY
Now, my dearest queen,--
CLEOPATRA
Pray you, stand further from me. What says the married woman? You may go? Would she had never given you leave to come! Let her not say 'tis I that keep you here: I have no power upon you; hers you are.
MARK ANTONY
The gods best know,--
CLEOPATRA
O, never was there queen So mightily betray'd!
MARK ANTONY
Cleopatra,--
CLEOPATRA
Why should I think you can be mine and true, Who have been false to Fulvia?
MARK ANTONY
Most sweet queen,--
CLEOPATRA
Nay, pray you, seek no colour for your going, But bid farewell, and go: when you sued staying, Then was the time for words: no going then; Eternity was in our lips and eyes, Bliss in our brows’ bent;
MARK ANTONY
Hear me, queen:
The strong necessity of time commands Our services awhile; but my full heart Remains in use with you. Our Italy Shines o'er with civil swords: Sextus Pompeius Makes his approaches to the port of Rome; And that which most with you should safe my going, Is Fulvia's death.
CLEOPATRA
Can Fulvia die?
MARK ANTONY
She's dead, my queen: Look here, and See when and where she died.
CLEOPATRA
O most false love! Where be the sacred vials thou shouldst fill With sorrowful water? Now I see, I see, In Fulvia's death, how mine received shall be.
MARK ANTONY
Quarrel no more. I go from hence Thy soldier, servant; making peace or war As thou affect'st.
CLEOPATRA
Cut my lace, Charmian, come;
But let it be: I am quickly ill, and well, So Antony loves.
MARK ANTONY
You'll heat my blood: no more.
CLEOPATRA
You can do better yet; but this is meetly.
MARK ANTONY
I'll leave you, lady.
CLEOPATRA
Courteous lord, one word. Sir, you and I must part, but that's not it: Sir, you and I have loved, but there's not it; That you know well: something it is I would – O, my oblivion is a very Antony, And I am all forgotten.
THE ACTORS' INSIGHTS
JONATHAN CAKE ON ANTONY:
"He is middle aged and he finds himself in the middle of life with his powers going from him. But he still has all these appetites and thinks of himself as this young, vibrant creature – he's still trying to live a certain way – he's trying to live well. He's trying to live honourably, but he knows somewhere that he is in a race against time. And in a race against a younger enemy, opponent, antagonist in the world – who is Ceasar. He's living with this sense of duty on the one hand to his job as being one of the leaders of the world, the duty that he was brought up in which was to be a virtuous soldier performing deeds. But he's like a great athlete – he's got to the point of feeling that that's not enough anymore – that he's got to discover some higher wisdom about life which could be pleasure, which could be pure instinct and pure feeling, pure sensation and sex and the taste of a glass of wine and the fun of sitting down to fish rather than conquer another country. You know all these things that suddenly slap you in the head in the middle of life and you wonder whether you've got it right all this time – and you meet somebody who offers you path that although its painful and difficult – feels like it could be giving you the only real joy you've perhaps ever known."
The following quote from Peter Brook's book "The Quality of Mercy – Reflections on Shakespeare" was also highlighted in rehearsal room:
"Antony is on Sunset Boulevard, his star is falling, and in the brilliant Egyptian he finds again his youth and temperament"
JOANQUINA KALUKANGO ON CLEOPATRA:
"My initial thought were 'Oh my gosh, she changes on a dime' – she really is "infinite variety" – her extremes are so quick"
"Age cannot wither her, nor custom stale Her infinite variety: other women cloy The appetites they feed: but she makes hungry Where most she satisfies; for the vilest things Become themselves in her: that the holy priests Bless here when she is riggish." Enobarbus)
"She is extremely passionate, she is – I think for me the thing I wanted to make clear was this was a woman who – her feelings that she has has – even tho they switch on a dime – they come from a real place – this is a woman who can deeply feel hurt and then switch to be happy in a nano second – its all real to her. She really feels these things deeply. She is what I consider one of my Cancer friends – for anybody who deals with astrologly – people who feel so much – all my Cancer friends are so emotional and sensitive and switch like this – that is what she feels to me.
She's feisty, she plays games – she knows how to manoever people – she knows how to tick certain buttons. She really knows how to play the game to get what she wants from any single person. She can look at them and know what type of man what type of woman this is and how I can do it in a second. She's been doing that her whole life."
REHEARSAL REFERENCE BOOKS
The Slaves who defeated Napoleon - Philippe R Giraud
Touissan Lourverture and Haitian War of Independence 1801-1804
The Open Door – Peter Brook
Reflections on Shakespeare – Peter Brook
The book of Night Women - Marlon James
The Kind of This World - Alego Carpentier
Viewpoints - Tina Landau & Anne Bogart
Prefaces to Shakespeare - Granville Barker | <urn:uuid:ff592c06-704c-4423-a08d-ffc6a74eb461> | CC-MAIN-2018-51 | http://www.gablestage.org/wp-content/uploads/AntonyandCleopatraTeacherPack.pdf | 2018-12-18T12:46:25Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00081.warc.gz | 380,046,820 | 7,325 | eng_Latn | eng_Latn | 0.979706 | eng_Latn | 0.999072 | [
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VESS stakeholder meeting 2015 Report
VESS held its first stakeholder meeting on 23 rd June at Chantilly's Hotel.
Complied by Dr. Christina Shaw
1 st stakeholder meeting for VESS
The Vanuatu Environmental Science Society held it's first stakeholder meeting on 23 rd June 2015 at Chantilly's Hotel. The purpose of the meeting was to introduce VESS to other stakeholders working for conservation in Vanuatu. In addition, VESS hoped to gain feedback on current projects and to investigate possibilities of future collaboration for the benefit of conservation in Vanuatu. VESS invited representatives of government departments, other NGOs and the private sector to attend the meeting. The turn out was good with 27 people taking part. Each sector was represented including staff from Department of Environmental Protection and Conservation, Department of Fisheries, Department of Forestry and Department of Education, members of community conservation networks and representatives from the Scuba Association, several NGOs and private sector companies
List of attendees
Dr. Christina Shaw started the morning's meeting by introducing VESS and explaining the society's aims and vision. The activities that VESS has performed in the 9 months since its inception were presented including the public talks, the Nabanga Pikinini games project and VESS's involvement in National Environment Week.
Public Talk on Dugongs by Donna Kwan from CMS Dugong MoU and Maya Bankova from The Mohamed bin Zayed Species Conservation Fund
The aims and vision of the Vanuatu Environmental Science society
Our Aims
VESS's purpose is to promote science in the fields of conservation, environmental protection and sustainable development within Vanuatu.
There are 3 strands to our aims:
1. To collect and collate the scientific information about the environment of Vanuatu which is already in existence
2. Secondly to perform scientific studies whilst promoting and mentoring Ni-Vanuatu scientists and science students.
3. Thirdly to ensure that this scientific information we have obtained is shared as widely as possible within Vanuatu so the entire community can make informed choices which allows them to live harmoniously with their environment.
Our Vision
We have a vision of a body of home grown scientists working at a national and international level, contributing to the local and global knowledge base of natural science.
We hope to inspire the whole population to become more knowledgeable about their natural surroundings with a deeper understanding of how mother earth helps us
Why VESS believes conservation is important in Vanuatu
* Many people rely on natural resources for nutrition and livelihood.
* Vanuatu lies within the East Melanesian Hotspot for Biodiversity
* According to IUCN red list of threatened species, Vanuatu is home to 378 animals and plants that are either critically endangered, endangered, vulnerable or near threatened.
* Vanuatu is a signatory to several international and regional treaties and therefore has an obligation to conserve biodiversity
Why VESS Believes Science is important for Conservation
* The definition of Science: The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment
* Science gives us knowledge to make good decisions.
* Science gives us a tool to check to see if what we are doing is working.
National Environment Week
VESS assisted the Department of Environmental Protection and Conservation in organizing the weeks events
This year's theme for World Environment Day was "Seven Billion Dreams. One Planet. Consume With Care."
were lost. It was also part of the initiative to create a Sandalwood city in Port Vila.
Some of the highlights of this year's National Environment Week were as follows: The week started and ended with a planting of Sandalwood seedlings plantings. These plantings are a small part of the rebuilding of Vanuatu after cyclone Pam, as many trees
On the Saturday, 'Clean Up Your Environment Day' VESS conducted litter survey to see what type of litter is affecting our streets. Divers also collected litter from the sea. Communities were encouraged to hold their own cleanup days throughout the week. Big Blue hosted an underwater photo competition and some amazingly beautiful creatures living just off the seawall were captured through the lens. But these creatures are at risk from the litter on the streets that is being washed down the drains and into the sea. Tuesday was a 'No Plastic Challenge Day' – it is hard to live without plastics but we encouraged people to
"Seven bilian pipol. Wan planet nomo. Yumi mas lukaotem gud"
say no at least to plastic shopping bags. Kawenu School Children demonstrated that there are alternatives to plastic shopping bags and made bags out of old newspapers. One evening there was a short film night showing some confronting and inspiring short environmentally themed films.
The Science part:
Litter Survey
Results of the litter survey conducted by VESS during National Environment Week
We went one stage further with our litter clean up by conducting a litter surveys. We counted each piece of litter we collect and noted what type of litter each piece was. This gives us some data about what sort of litter is littering our streets and seashore. 5126 pieces of litter were collected over 4 locations. The vast majority of the rubbish was plastic bags and plastic food wrappers as well as aluminium drinks cans. It was observed, during the survey at Fatumaru Park, that the litter was most concentrated around the seating areas in the park. This data can be used to highlight the problem of plastic litter in Port Vila
Workshop for the Dugong and Sea Grass Educational Materials Project
VESS sought input from the stakeholders for the development of the awareness materials for dugongs and seagrass. Three questions were asked during the meeting:
* What types of educational materials have worked best in Vanuatu to portray messages to the community?
* Which audience did the stakeholders feel was the most important to target for this dugong and sea grass conservation project?
* Which method of 'getting the message across' was thought to work best for this target audience?
VESS was very please with the amount of feedback from the audience and an extensive list of education materials and methods were suggested as effective in Vanuatu
Dr. Christina Shaw asking for input from the audience to guide the dugong and sea grass educational materials project
Suggestions for the types of materials that may work well in Vanuatu for dugong and sea grass education materials
* Fact sheets
* Workshop outlines
* Books / booklets
* Brochures
* Bumper stickers / other stickers
* Website page
* Newspaper articles
* Post to Yumi tok tok straet Facebook page
* Facebook – VESS page
* Posters
* Email
* Eco-friendly Shopping bags
* Bracelets
* Signs in costal areas
* SMS to mobile networks
* Radio programs
* T-shirts
* Banners
* Films – to show before the feature films at the cinema
* Adverts on TV / cinema
* Dugong festival
* Plays
The target audiences that were suggested as important for dugong and sea grass conservation in Vanuatu
* Communities living close to sea grass and dugong habitat
* Fishers
* General Public
* School children
* Policy makers e.g. in Government
* Law / regulation enforcement officers e.g. police / fisheries extension officers
* Tourism operators and tour guides
* Custom land owners
Workshop for the Dugong and sea grass educational materials (continued)
There are networks of government employees as well as civil society organisations and private sector organisations in existence in Vanuatu and these networks were identified as very effective at disseminating information to the wider community.
The networks in Vanuatu
* Fisheries extension officers
* Vanuatu Cultural Centre field workers
* WSB Vanua Tai resource monitors
* Chiefs
* Provincial secretaries
* School teachers
* VNYC – Vanuatu National Youth council
* Rural training centres
* CSOs (Civil society organisations) workshops
* VCC – Vanuatu Christian Council
* Private sector associations e.g.: VHRA, VTOA, VSOA, CCI
Conclusions
Once these lists had been prepared the stakeholders were asked which target audiences were priorities and which method and materials were most likely to be useful for conveying the conservation message about the importance of dugongs and sea grasses. The consensus of opinion was that subsistence fishers and tourism operators especially in the more rural communities were priorities and more visual materials such as posters, as well as workshops, were best for this target audience.
Another group identified as a priority was policy makers. This group was defined as those in central government as well as chiefs and custom landowners and factsheet and leaflets were seen as good methods for transferring information to them. The enforcers of the law, regulations and tabus, such as police officers, fisheries extension officers and custom landowners, were also highlighted as essential in efforts to conserve dugongs and sea grasses. Again leaflets and factsheets were deemed to be a good way to impart information to this group about the importance of dugongs and sea grasses and the regulations that protect them.
The last activity during the meeting was to ask the stakeholders present what they felt were priority areas on which to focus efforts.
The suggestions were:
Plastic pollution / littering
Endangered species conservation
Identifying habitats which are important for conservation in Vanuatu
Invasive species – 10 priorities have been identified for Vanuatu
Workshops for young scientists for designing studies and writing scientific papers for publication and for finding travel grants and scholarships.
VESS would like to thank the participants in our first stakeholder meeting for sharing their knowledge about conservation issues facing Vanuatu and their experience in methodology for raising awareness in this country. We feel we have received some valuable information that will assist us in our projects. We also are hopeful that the contacts we have made during this process will lead to collaboration on future projects. | <urn:uuid:855e1aeb-dd8f-4d88-a3a2-1db29c3fa2f0> | CC-MAIN-2018-51 | https://www.vanuatuconservation.org/wp-content/uploads/2016/04/VESS-stakeholder-meeting-2015-report-small-copy.pdf | 2018-12-18T13:04:43Z | crawl-data/CC-MAIN-2018-51/segments/1544376829399.59/warc/CC-MAIN-20181218123521-20181218145521-00081.warc.gz | 1,097,356,739 | 2,048 | eng_Latn | eng_Latn | 0.997786 | eng_Latn | 0.998231 | [
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Kindergarten
The performance expectations in kindergarten help students formulate answers to questions such as: "What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?" Kindergarten performance expectations include PS2, PS3, LS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
K.Forces and Interactions: Pushes and Pulls
K.Forces and Interactions: Pushes and Pulls
Students who demonstrate understanding can:
K-PS2-1.
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.]
K-PS2-2.
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
[x] With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Analyze data from tests of an object or tool to determine if
[x] it works as intended. (K-PS2-2)
-----------------------------------------------------
Connections to Nature of Science
Scientific Investigations Use a Variety of Methods
[x] Scientists use different ways to study the world. (K-PS2-1)
Connectio ns
t o other DCIs in kindergarten: K.ETS1.A(K-PS2-2);
Articulatio n o
f DCIs across grade-bands: 2.ETS1.B
PS2.A: Forces and Motion
[x] Pushes and pulls can have different strengths and directions. (KPS2-1),(K-PS2-2)
[x] Pushing or pulling on an object can change the speed or direction of its motion and can start or stop it. (K-PS2-1),(K-PS2-2)
PS2.B: Types of Interactions
[x] When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
PS3.C: Relationship Between Energy and Forces
[x] A bigger push or pull makes things go faster. (secondary to K-PS21)
ETS1.A: Defining Engineering Problems
[x] A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to KPS2-2)
K.ETS1.B
(K-PS2-2);
Common Core State Standards Connections:
ELA/Literacy –
RI.K.1
With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)
Mathematics –
MP.2
Reason abstractly and quantitatively. (K-PS2-1)
K.MD.A.1
K.MD.A.2
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-PS2-1)
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (K-PS2-1)
April 2013
NGSS Release
(K-PS2-2)
3.PS2.A(K-PS2-1),(K-PS2-2); 3.PS2.B(K-PS2-1); 4.PS3.A(K-PS2-1); 4.ETS1.A
Cause and Effect
[x] Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-PS21),(K-PS2-2)
(K-PS2-2)
K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
K.Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Students who demonstrate understanding can:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and that all living things need water.]
K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using
in the local environment.* resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.
[x] Use a model to represent relationships in the natural world. (K-ESS3-1)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
[x] Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)
Engaging in Argument from Evidence
Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s).
[x] Construct an argument with evidence to support a claim. (K-ESS2-2)
Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
[x] Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas. (K-ESS3-3)
-----------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
[x] Scientists look for patterns and order when making observations about the world. (K-LS1-1)
Connectio ns t o other DCIs in kindergarten: K.ETS1.A (K-ESS3-3)
Articulation of DCIs across grade-bands: 1.LS1.A (K-LS1-1),(K-ESS3-1); 2.LS2.A (K-LS1-1); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 4.ESS2.E (K-ESS2-2); 4.ESS3.A (K-ESS3-3); 5.LS1.C (K-LS1-1); 5.LS2.A (K-ESS3-1),(K-LS1-1); 5.ESS2.A (K-ESS2-2),(K-ESS3-1); 5.ESS3.C (K-ESS3-3)
Common Core State Standards Connections:
ELA/Literacy –
W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-ESS2-2)
W.K.2
W.K.7
RI.K.1
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K-ESS2-2),(K-ESS3-3)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)
With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
Mathematics –
MP.2
Reason abstractly and quantitatively. (K-ESS3-1)
MP.4
K.CC
K.MD.A.2
Model with mathematics. (K-ESS3-1)
Counting and Cardinality (K-ESS3-1)
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (K-LS1-1)
April 2013
NGSS Release
LS1.C: Organization for Matter and Energy Flow in Organisms
[x] All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)
ESS2.E: Biogeology
[x] Plants and animals can change their environment. (K-ESS2-2)
ESS3.A: Natural Resources
[x] Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. (K-ESS3-1)
ESS3.C: Human Impacts on Earth Systems
[x] Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things. (secondary to K-ESS2-2),(K-ESS3-3)
ETS1.B: Developing Possible Solutions
[x] Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem's solutions to other people. (secondary to K-ESS3-3)
Patterns
[x] Patterns in the natural and human designed world can be observed and used as evidence. (K-LS1-1)
Cause and Effect
[x] Events have causes that generate observable patterns. (K-ESS3-3)
Systems and System Models
[x] Systems in the natural and designed world have parts that work together. (K-ESS2-2),(K-ESS3-1)
K.Weather and Climate
Students who demonstrate understanding can:
K-ESS2-1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
K-PS3-1. Make observations to determine the effect of sunlight on Earth's surface. [Clarification Statement: Examples of Earth's surface could include sand, soil, rocks, and water] [Assessment Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.* [Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Asking Questions and Defining Problems
Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested.
[x] Ask questions based on observations to find more information about the designed world. (K-ESS3-2)
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
[x] Make observations (firsthand or from media) to collect data that can be used to make comparisons. (K-PS3-1)
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
[x] Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-ESS2-1)
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
[x] Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. (K-PS32)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information.
[x] Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. (K-ESS3-2)
-----------------------------------------------------------------------
Connections to Nature of Science
Scientific Investigations Use a Variety of Methods
[x] Scientists use different ways to study the world. (K-PS3-1)
Science Knowledge is Based on Empirical Evidence
[x] Scientists look for patterns and order when making observations about the world. (K-ESS2-1)
Connections to othe r D
CIsin
kin de
rgarten: K.ETS1.A(K-PS3-2),(K-ESS3-2);
Articulation of DCIs across grade-bands: 1.PS4.B
K.ETS1.B
(K-PS3-1),(K-PS3-2);
1); 3.ESS3.B(K-ESS3-2); 4.ESS2.A (K-ESS2-1);
PS3.B: Conservation of Energy and Energy Transfer
[x] Sunlight warms Earth's surface. (K-PS3-1),(K-PS3-2)
ESS2.D: Weather and Climate
[x] Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1)
ESS3.B: Natural Hazards
[x] Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2)
ETS1.A: Defining and Delimiting an Engineering Problem
[x] Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary to K-ESS3-2)
Patterns
[x] Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. (K-ESS2-1)
Cause and Effect
[x] Events have causes that generate observable patterns. (K-ESS3-2),(K-PS31),(K-PS3-2)
----------------------------------------
Connections to Engineering, Technology, and Applications of Science
Interdependence of Science,
Engineering, and Technology
[x] People encounter questions about the natural world every day. (K-ESS3-2)
Influence of Engineering, Technology, and Science on Society and the Natural World
[x] People depend on various technologies in their lives; human life would be very different without technology. (K-ESS32)
(K-PS3-2)
2.ESS1.C
4.ESS3.B
Common Core State Standards Connections:
ELA/Literacy –
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2),(K-ESS2-
1)
With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
RI.K.1
SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics –
MP.2
Reason abstractly and quantitatively. (K-ESS2-1)
MP.4
K.CC.A
K.CC
K.CC.A
K.MD.A.1
K.MD.A.2
K.MD.B.3
Model with mathematics. (K-ESS2-1),(K-ESS3-2)
Know number names and the count sequence. (K-ESS2-1)
Counting and Cardinality (K-ESS3-2)
Know number names and the count sequence. (K-ESS2-1)
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-ESS2-1)
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. (K-PS3-1),(KPS3-2)
Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-ESS2-1)
(K-ESS3-2);
(K-ESS3-2); 4.ETS1.A
2.ESS2.A
(K-PS3-2)
(K-ESS2-1); 2.ETS1.B(K-PS3-2),(K-ESS3-3);
K.Weather and Climate
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A new breed of micro fuel cells
Engineers at Yale University have developed a new breed of micro fuel cell that could serve as a long-lasting, lowcost, and eco-friendly power source for portable electronic devices, such as tablet computers, smartphones, and remote sensors. The researchers describe the novel device online in Small .
An alternative to a battery, a fuel cell is an electrochemical device that combines hydrogen and oxygen to produce energy, giving off only water and heat as byproducts. But the materials and methods commonly used for making micro fuel cells are fragile, inefficient, and expensive.
Major components of the new device are made of bulk metallic glasses (BMGs)—extremely pliable metal alloys that nonetheless are more durable than the metals typically used in micro fuel cells. BMGs can be finely shaped and molded using a comparatively efficient and inexpensive fabrication process akin to processes used in shaping plastics.
"These amorphous metal alloys are amazing materials that can be easily shaped into both large and small nanostructures, yet retain suitable properties for a wide range of electrochemical applications," says André D. Taylor, an assistant professor of chemical and environmental engineering at Yale University School of Engineering & Applied Science and a principal investigator of the research. Ryan C. Sekol, a doctoral student in Taylor's laboratory, is lead author.
Silicon and stainless steel are the materials typically used in micro fuel cells. But silicon is brittle and a poor electricity conductor, and stainless steel is prone to corrosion. This means they require special coatings, which drives up production costs. Fabricating metal components on the nanoscale is complex and timeconsuming also.
Using bulk metallic glasses solves these problems, the researchers say.
BMGs are metal alloys with randomly arranged atoms rather than the orderly, crystalline makeup of ordinary metals. The random atomic arrangement results in a tough but elastic substance—as strong as steel, yet malleable and good at
Page 1 of 2
A new breed of micro fuel cells
Published on Research & Development (http://www.rdmag.com)
conducting electricity, and thus superior to silicon and steel for micro fuel cells.
"Using thermoplastic processing, a process we invented at Yale, we can form metallic glasses like plastics, dramatically reducing fabrication costs," says Jan Schroers, a professor of mechanical engineering and materials science at Yale and also a principal investigator of the project. He has pioneered the technique and used it to create complex shapes, including seamless metallic bottles, watchcases, miniature resonators, and biomedical implants.
The BMG components of the Yale team's micro fuel cell (the entirety of which measures three cubic centimeters) are based on zirconium and platinum compounds. The team demonstrated that its fuel cell generates power and is now working to increase it.
Source: Yale University [1]
Source URL (retrieved on 05/28/2015 - 4:16pm):
http://www.rdmag.com/news/2012/11/new-breed-micro-fuel-cells
Links:
[1] http://news.yale.edu/2012/11/29/micro-fuel-cells-made-glass-power-your-ipad
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Published onNational Catholic Reporter(http://ncronline.org)
Bopha survivors struggle to find shelter in storm-ravaged Philippines
Dennis Sadowski Catholic News Service | Dec. 11, 2012 Washington
Struggling to escape the heat of the midday sun, survivors of Typhoon Bopha scavenged whatever debris they could to build makeshift shelters across storm-ravaged provinces of the southern Philippines.
From the coastal communities of Boston and Cateel in Davao Oriental province to the inland town of New Bataan in Compostela Valley province, little remained standing from the 120-mph winds and flash flooding of Dec. 4 that left more than 700 dead and almost 900 missing across the island of Mindanao.
Jennifer Hardy, regional information officer for Asia for Catholic Relief Services, told Catholic News Service on Tuesday that emergency workers and aid agencies were having a difficult time reaching isolated communities along the coast a week after the storm because the destruction was so severe.
"People have a lot of unmet needs," Hardy said from the city of Tagam after touring the coastal region Monday. "The biggest need is emergency shelter. People are trying to piece together ramshackle shelter from the debris.
"The people are out in the sun all day. There's a lack of shade. I saw people lined up next to a power pole, a whole family of six people in a row, to stand in the shade of that pole because it is so hot in the sun," she said.
In interviews with survivors, Hardy said people described harrowing experiences in which emergency shelters were destroyed and, despite the howling wind, people could hear the sound of the trees in coconut groves snapping.
"The scenery on the hillsides looks very similar to a forest fire in the United States west. The only things left standing is the trunk of a tree. If they are not broken off, then all the branches are gone," she said.
In New Bataan, a city surrounded by banana plantations in the fertile Compostela Valley, a massive mudslide took out thousands of homes, schools and government buildings. Even evacuation shelters were damaged or destroyed, said Hardy, who visited the city Saturday and Sunday.
"There's mud everywhere," she said.
In one neighborhood, Hardy described a scene of utter destruction as homes were buried under mud and boulders swept down from the surrounding mountains by floodwater,
"The homes that were not hit by the mudslide, they're pretty severely damaged. Some people are camping out in their homes. Others are staying in evacuation centers. For the homes hit by the mudslide, you can't even tell the home was even there."
Hardy also recalled a conversation with 6-year-old Maria Leon, who was in an evacuation center with her father, Olimpio. The storm claimed the lives of the girl's grandparents and several cousins.
"She's pretty shy. But she did talk about wondering when she will be able to go back to school because her school was knocked down by the mudslide," Hardy said.
Olimpio Leon was concerned about getting sleeping mats so that he and his daughter would not have to sleep on mud-caked concrete floors, made worse by the constant in-and-out of evacuees.
"They honestly have nothing left. They escaped with the clothes on their back," she said.
Catholic Relief Services planned to begin distributing sleeping mats, cooking utensils, food and water Dec. 13. Hardy said CRS workers were coordinating aid delivery with other agencies.
Hardy said the situation in the rural communities was far different from last December's Typhoon Washi, which left 1,200 dead in flash flooding in parts of Cagayan de Oro, a city of 602,000 in northern Mindanao.
"Here it's so spread out," she said. "There are very rural areas. I just don't know how that's going to shake out in trying to get aid to tiny, spread-out towns."
Meanwhile, the United Nations said Dec. 10 it needed to raise an additional $65 million for storm survivors, reported the Asian church news agency UCA News.
Luisa Carvalho, U.N. resident coordinator in Manila, said an initial $35.5 million had been requested to support relief and rehabilitation but that the extra funding was needed to help those worst affected -- nearly half a million people -- in Compostela Valley and Davao Oriental provinces.
The government has allocated $195.3 million for the early recovery effort.
"Health problems are growing in addition to the fact that we need to address their food needs," said Gov. Arturo Uy of Compostela Valley.
About 70 percent of the people in Compostela Valley have been affected by the disaster, he said.
More than 1,900 people were injured because of the typhoon, which caused an estimated $171 million in damage, said the Philippine government.
Enjoy this article?
Help support more like it by donating today! [1]
Source URL (retrieved on 05/28/2015 - 15:19): http://ncronline.org/news/global/bopha-survivors-strugglefind-shelter-storm-ravaged-philippines
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237 Park Place, Brooklyn, NY 11238 • www.montessoridayschool.org • tel 718.398.2322/fax 718.398.2112
MDS FAMILY HANDBOOK
Updated May 2018
MDS Family Handbook Table of Contents
20
20
Education is not something that the teacher does, but it is a natural process that develops spontaneously in the human being. It is not acquired by listening to words, but by virtue of experiences in which the child acts on his environment. Our educational aim with very young children must be to aid the spontaneous development of the mental, spiritual and physical personality.
– Dr. Maria Montessori
I. WELCOME TO OUR SCHOOL
The faculty and administration of the Montessori Day School of Brooklyn (MDS) thank you for having made the wonderful choice of joining our school community. This family handbook provides an overview of the most important policies and procedures of our school.
This family handbook is always evolving. We welcome your comments and feedback.
Mission and Affiliations
The Montessori Day School of Brooklyn is a community of families, children and educators using the Montessori philosophy to guide and inspire a joy of learning both in and outside of the classroom. We are an inclusive community of choice that values diversity, excellence in early childhood education, and continuous learning.
Our Core Values are:
- We are a welcoming community
- We value diversity
- We are committed to excellence in early childhood education
- We value continuous learning
- We value partnership between school and families
Our school is a community that prides itself on its respect for –and celebration of– diversity. Our families and staff come from a number of cultures, speak a number of different languages, celebrate different religions, are gay and straight, and generally, reflect all the faces of Brooklyn. This respect for, and commitment to, diversity is reflected not only in our hiring and employment practices, but also in our admissions policy. We maintain and are seeking to enhance our tuition assistance program to help families gain access to an MDS education.
The Montessori Day School of Brooklyn is licensed by the New York City Board of Health and is affiliated with the American Montessori Society. We are also a member of the Parents' League and Brooklyn Early Childhood Director's Association.
Our History
The Montessori Day School of Brooklyn began in 1977 as a drop-in program for working families of the YWCA. The program became a member of the American Montessori Society in 1982 and has been a centerpiece of the community ever since. We have developed and sustained a reputation for excellence in developmentally appropriate preschool education.
In September 2003 our Parent Teacher Association decided to create a new non-profit organization to operate as an independent school housed at the YWCA. The School was reborn as the
Brooklyn Montessori, LTD. In January 2007, in order to accommodate the YWCA's decision to create more space for low income housing for women in downtown Brooklyn, the school moved from its original location to two new sites: a primary location on Washington Avenue in Prospect Heights and a subsidiary location at Grace Church on 7 th Avenue in Park Slope. In September 2010, MDS moved to our current location, 237 Park Place, and achieved our goal of reuniting the school.
The Montessori Day School of Brooklyn continues as a labor of love for families, teachers and community members. Now, as in our past, the Montessori Day School continues its strong tradition of providing positive early childhood education. We welcome you to our extraordinary community.
The Montessori Philosophy
Our school is built on the observations, principles, and methods initiated by Dr. Maria Montessori (1870-1955) one hundred years ago. We also incorporate current early childhood education research and practices into our curriculum. The Montessori principles include the following:
- The early years: The ages from birth to six years are critical years for brain development. Modern neurological and developmental research has reinforced Dr. Montessori's observations from the early 20th century.
- The whole child approach: The primary goal of a Montessori pre-school is to help each child experience the joy of learning and reach his or her full potential through activities that promote physical, social, emotional and cognitive development.
- Respect, independence, inner discipline: Children are treated with respect and are helped to respect each other, their teachers, their work and their environment.
- The prepared environment: The teacher creates an environment with the classroom, materials and social interactions that encourages and supports each child's natural curiosity.
- The materials: Dr. Montessori's observation of the activities children repeat and enjoy led her to design self-correcting materials that promote conceptual understanding.
- The teacher: The Montessori teacher is first a meticulous observer of an individual child and his/her particular learning style. He or she is then a designer of a nurturing and stimulating environment, a demonstrator, a role model, as well as a resource for the children in her/his class.
- Freedom within clear limits: Children are free to work at their own pace with materials they choose, either alone or with others. They gain inner discipline and self-esteem to become life-long learners and problem solvers.
- Teachers and children organize daily group discussions and projects. Children are encouraged to share, take turns and work together.
- A continuum of learning: Children from youngest to oldest are absorbing language and literacy, math and measurements, science and close observation, art and drama at their own pace.
Classroom Curricula
MDS teachers provide a stimulating range of classic Montessori works and other materials and activities so children of varied interests can build on their experiences each year. Children in multi-age classrooms (threes, fours and fives) have opportunities to become the big brothers and sisters as they
age up. Each month, the teachers of every classroom distribute a calendar to all parents of their classroom identifying the themes, special projects and events.
Our curriculum is child-centered, developmentally appropriate and enriching. Children's own interests shape the topics or themes they explore. Teachers carefully observe children's progress across developmental domains: self-care, social-emotional skills, gross and fine motor skills, expressive and receptive language, emerging literacy (writing and reading) and numeracy (mathematics and quantitative concepts)… They then tailor their specialized materials and focused lessons to each child's readiness and receptivity.
School Governance
The Montessori Day School of Brooklyn is a section 501(c) (3) nonprofit pre-school/day care facility. The school is governed by a Board of Directors made up of current and alumni parents, the current PTA president, the Executive Director and a teacher representative. The Board exercises fiduciary, strategic planning and policy oversight for the benefit of the entire school community.
The Board operates according to a set of Bylaws that sets forth all the governance procedures for the school. Much of the Board's work is done through committees, which are made up of Board members, parents, alumni parents and teachers. The full Board meets one evening a month. In addition, Board committees meet separately in person and converse by phone and email. Currently, the members of the Board have backgrounds in law, finance, fundraising, non-profit management, education and other professional disciplines. Members serve on the Board for three (3) year terms, which are staggered to permit institutional continuity. The teacher representative, the PTA president and the Executive Director of the School also serve as non-voting, ex-officio members of the Board.
New Board members are elected at the Annual Meeting of the Board of Directors that is held on the first Monday in January of each year (or a date set by the current Board). The only qualification to be nominated for a seat on the MDS Board of Directors is that you must have a child currently enrolled at the school. You must also be willing to attend monthly Board meetings and serve on at least one committee. The Board is always looking for parents to assist in the support of the school. All parents – even if new to the school – are strongly encouraged to introduce themselves to the members of the Board and consider joining the Board or assisting on a Board committee.
Special Needs Policy
Making every reasonable effort to accommodate diverse learning styles and abilities is consistent with our school's mission and with the guiding vision of Dr. Maria Montessori. Therefore, we assist parents in identifying children's needs and advise them how to pursue supplemental services, even though MDS is not in a position to provide those services given our non-profit structure. Specialized interventions, whether funded as a qualified special education plan by city/state agencies, or privately funded by parents, may enable a child's full participation in school. We welcome collaboration with early childhood special educators and related service providers, when available, as part of a team process with parents.
MDS cannot guarantee that our program is suitable for every child in every circumstance. Therefore, we may need to deny admission or continuation in program to a child we are not equipped to serve. A child's significant behavioral challenges, developmental differences or physical needs may require supports that cannot be provided in our facility by classroom teams of teachers and assistant teachers.
Steps for teachers and parents considering a child's possible special need:
1) Parents/teachers ask for a team meeting, which can include the Executive Director. Share impressions of challenges child faces in school and/or home settings. Make a plan to work on particular skills at home and/or school. Discuss accommodations to the learning environment that may alleviate some/all of the problems. Reconvene to assess outcomes.
2) Parents consult with the Executive Director about possible next steps, which may include an Early Intervention, Preschool Special Education (age 3+) or School-Age Special Education (age 5+) evaluation process, or a private psycho-social, PT/OT or speech/language evaluation.
3) Parents and Executive Director discuss how the eligibility determination and available support services (city/state or parent funded) will affect the child's participation in program. Specifically, when will special ed. teachers and/or therapists come to school, will the length of school day need to be modified, will any activities need to be curtailed?
4) If necessary services are not forthcoming, the Executive Director may ask the parents to withdraw their child until all needed arrangements are completed.
II. GUIDELINES ABOUT OUR PROGRAM
Faculty and Administration
Each of our classrooms is staffed by a lead teacher and two assistant teachers (or two coteachers and an assistant) who work as a team. If you have any questions, concerns, or suggestions for any classroom, please feel free to speak with any one of your child's teachers.
The school's administrative staff is composed of an Executive Director, an Assistant Director, a Business Manager and an Office Manager who are available to parents in person and by phone or email.
School Hours / Extended Day
The school is normally open Monday through Friday from 8:00 a.m. to 6:00 p.m.
Children may be enrolled for a full-day session from 8:00 a.m. to 3:00 p.m., or an extended day until 4:00, 5:00 or 6:00 p.m. Late pick-ups are strongly discouraged because they can cause disruption for both teachers and children. The school assesses late fees when a child is picked up late.
In the event that you need extended day hours that are not part of your child's enrollment contract, please contact the office as far in advance as possible. If space is available, you will be asked to fill out an additional hours form and pay an hourly fee. Space may not be available for extended hours on a per diem basis, but extended day is guaranteed to families who make it part of their enrollment agreements (TADS contracts). Please contact the school office/executive director regarding unplanned/unforeseen needs for late pick up.
Contact Information
A member of the administrative team can be reached from 8 a.m. until 6 p.m. at 718.398.2322. The fax number is 718.398.2112.
You can reach the administration at the following email addresses:
- Executive Director: firstname.lastname@example.org
- Assistant Director: email@example.com
- Business Manager: firstname.lastname@example.org
- Office Manager: email@example.com
Please note that all staff members have email addresses of firstname.lastname@example.org. Classroom teams also have shared email accounts, i.e. email@example.com. Staff, parents and board members use the group firstname.lastname@example.org, and parents can reach classroom teams and each other via classroom groups, such as email@example.com.
Notices from the school administration, board, and parent committees are placed in student mail pouches and shared via the school's web site and email account. Newly enrolled families are put on class and school-wide email lists and are then able to reach and hear from groups of fellow parents. Emergency messages (e.g. school closings, evacuations) may be sent by text blast to all parents' numbers.
Calendar / Vacation Day Camp
The school calendar for the following year is published and distributed to families during the preceding summer. The calendar is also posted on the school website.
As a convenience to enrolled MDS families, the school offers a day camp for students during the February Break, Spring Break, and during July and August, for additional fees.
The Parent-Teacher Association (PTA)
For over thirty (30) years, the School's PTA has been the anchor (and glue!) of the school. Despite their busy schedules, Montessori Day school parents and teachers are actively engaged in our school, contributing their enthusiasm, energy, ideas, and skills in many ways.
Throughout the year, the PTA holds meetings for parents and teachers and organizes social and other special events. The PTA also coordinates fundraising efforts. Every September, the PTA organizes and presents "Next Schools Night" workshops in which alumni parents share advice and experiences about various independent and public school options after the MDS years. Other popular meeting topics have been "Typical and Not-So-Typical Development in Young Children," parenting skills, and strategies for raising siblings who get along. Suggestions and requests are welcome.
Much of the work of the PTA is also done through committees–such as the Events, Enrichment and Fundraising Committees. Announcements of PTA committee meetings and events are put in student mailbags, posted on the MDS website calendar and sent in email messages to the community. The PTA budget is sustained by annual dues paid by each family, other donations, and fundraising activities. Parents are strongly encouraged to join the PTA.
Through the collaborative efforts of the parents and teachers, the school strives to be a supportive and welcoming community, a valued parenting resource and a place where families build lifelong friendships. We are pleased that you have become part of our community
III. CLASSROOM GUIDELINES
Phase-In
The school has designed a phase-in schedule to facilitate the smoothest possible transition for new children entering the school in the fall. We recommend that all children–regardless of schedule– follow the full 5-day phase-in period for the first week of school.
Generally, the recommended phase-in process is for parents/guardians to bring their child to the classroom, and, when instructed by the teachers, say goodbye and leave the classroom. They are then asked to remain in a nearby location. Parents/guardians are asked to leave the classroom because it is difficult for children to completely acclimate to their surroundings when their parents or the parents of other children remain in the classroom. You are asked to remain in a nearby location, however, so that if your child needs your support, the teachers will be able to find you so that you may return to the classroom. The following is the recommended phase-in schedule for new students:
First Day: 9:00 - 10:00 am
Parent/guardian, please stay in (or near) the classroom, as directed by the teachers.
Second Day: 9:00 - 11:00 am
Please bring snacks for your child. You will stay nearby so that you can return to the classroom if the teachers feel that your child needs this support. The teachers will tell you if your child is ready for you to leave the school premises.
Third Day: 9:00 am - 12:30 pm (until nap)
Please bring snacks and lunch for your child. You will stay nearby so that you can return to the classroom if the teachers feel that your child needs this support. Again, the teachers will tell you when your child is ready for you to leave the school premises.
Fourth Day: 9:00 - 2:30 pm
Please bring snacks, lunch and bed linens, as this is the first day your child will stay through nap. It is unlikely that you will be asked to stay after drop off, but please be prepared to stay if the teachers recommend that you do so.
Fifth Day: 8:00 - 3:00 pm (full day)
Please bring snacks lunch and bed linens, as your child will stay through nap. It is unlikely that you will be asked to stay after drop off, but please be prepared to stay if the teachers recommend that you do so.
The transition time varies from child to child. Many children adjust quickly, but some may require a longer phase-in period. Please understand that to ensure a smooth transition for your child you may be asked to stay near the school after drop off longer than the first week.
Also, we know that it can be stressful for parents and guardians to say goodbye to their children. We encourage you to share and discuss your feelings and experiences with your child's teachers, a school administrator, or fellow parents.
What To Bring To School
Lunch and Snacks:
You will need to provide lunch and beverages every day in a child-sized lunchbox or backpack that is clearly labeled with your child's name. Items needing refrigeration need to be in a non-insulated container (such as a clear zip lock bag). You should send a lunch, water bottle and two snacks (or three snacks if your child stays for an extended day). There is a refrigerator in every class for the safe storage of perishables, as well as a microwave for heating food.
Please bring food that is healthy and low in sugar. Healthy food choices include fresh and dried fruit, vegetables, whole-grain crackers, cheese, vegetables and yogurt. Candy, soft drinks, sweet desserts, or unhealthy snacks are strongly discouraged. Please do not send nuts of any kind (or any foods made from nuts); some children and adults are highly allergic. Please do not send popcorn, which can pose a choking hazard to your child or to a younger child in the classroom.
Please also send re-usable plates/bowls, cups, napkins, spoons and forks (clearly labeled with your child's name) that can be washed for your child to use each day. This practice will eliminate the waste of paper and plastic and help your child learn to preserve the earth's resources. Please also send all food and drinks in unbreakable containers.
Consistent with the Montessori principle of fostering independence, teachers encourage children to put away their own food in the refrigerator and other designated areas.
Clothing:
Your child should have three (3) complete changes of seasonally appropriate clothing.
Younger children who wear diapers need at least one full package of diapers and a large container of wipes, which are to be replaced as needed. Older children who are partially or completely toilet trained should have at least four (4) sets of underwear in case accidents occur. In order to assist children in developing their self-help skills, all clothing should be easy to pull down, take off and put on.
Parents are encouraged to dress their children in comfortable clothing for school. Please remember that your child will be involved in active outdoor play as well as a variety of wonderful (and sometimes messy!) art activities and their clothing should not be a hindrance to such activities. Children should also wear comfortable rubber soled shoes or sneakers with laces, zippers, buckles or Velcro. Flip flops and shoes with heels should remain at home. Please label all of your child's clothing and shoes with your child's name.
At drop off, please help your child hang his or her coat in his or her cubby. At the end of the day, please check your child's cubby and take home any soiled or wet clothing. Also, be aware of seasonal changes and supply suitable clothing including a sweater or sweatshirt in the winter or hat in the summer.
Please note that, despite the best efforts of staff, sometimes children's clothing articles are lost or damaged. The school is unable to replace or repair these items.
As a welcoming community that values diversity in all forms, we also value maintaining a peaceful environment in our school. We discourage clothing or personal items with any slogans/language/graphics that may be offensive and reserve the right to request that a child not bring back to MDS an article that has triggered offense within our community.
Linens:
The Montessori Day School and the Department of Health require that all children rest each day after lunch. Each child needs a fitted crib sheet and a blanket for his/her cot. Pillows and any type of quilted blankets are not permitted, due to the possibility of breathing obstruction during sleep. Please label each of these items with your child's name and place them in a pillowcase or other cloth bag in your child's cubby. Please do not send plastic bags as plastic bags can pose a danger in a classroom. These items must be taken home every Friday (or your child's last day each week if s/he attends part-time) and washed and returned the next week.
Medications and Ointments:
If your child has a need for medication at school, please see the Executive Director.
Upon completion of appropriate training based on a doctor's prescription and care directions, staff may administer certain medications in the parent's absence (in loco parentis). For instance, staff can train to use an epi pen or inhaler in case the need arises.
Transitional Objects:
To minimize interference with learning and social interaction, the school discourages families from bringing outside toys to school. If your child feels strongly about having a particular item–such as a special stuffed animal that helps him/her to sleep at naptime–please leave such item in the child's cubby and let the teacher know. Any item brought to the school should be labeled with your child's name.
Summary of Items to Bring to School Each Day:
The following items should be brought to school each day:
1. Healthy lunch and snacks (if pick up is 6 p.m., extra snacks and drinks)
2. Re-usable plates and utensils
3. Cloth napkin, water bottle, food containers and/or zip lock bag with lunchbox
Summary of Items to Leave at School Each Week
The following items should be replenished in your child's cubby on a weekly basis
1. Clean linens
2. Diapers and wipes (if appropriate)
3. Three (3) sets of seasonally-appropriate clothing
Your child's teachers may provide a list of other items that your child will need for the year.
Drop-off
In the morning, the teachers' primary responsibility is welcoming and helping children to enter and feel comfortable in the classroom. Morning drop-off procedures vary a bit depending on the age of the child and the time of the year. In general, you should bring your child to his/her classroom door where a teacher will welcome you both. Unless the teacher invites you into the room, you should say your goodbyes at the door. The school encourages families to drop off their child no later than 9:00 a.m. because later drop offs may disrupt the classroom schedule.
Consistent with Montessori teaching principles, each classroom day begins with a "work cycle," when children make their own choices about what materials they will use and what activities they will try individually or with a friend. The arrival of children after 9:00 interrupts the flow and peacefulness of work that children have begun to get involved in.
Children are not allowed into the class after 9:30 a.m. except with a doctor's note or with the approval of the Executive Director.
It is difficult for teachers to speak at length with parents during the hustle-bustle of drop-off time. Quick information from you, such as "We had a bad sleep night," "We have a new babysitter," "The cat just died," is helpful for the teachers. Teachers have placed a notebook and pen outside their classrooms for you to let them know less immediate or more complicated information. Teachers will get back to you as soon as possible.
Pick-Up
You must pick up your child promptly at your contracted hour.
When a parent or guardian is late without notice picking up a full-day child, this lateness causes a disruption for other children and the classroom team. If children on an extended day schedule are picked up late, the results can be unplanned crowding of program areas or afterschool staff having to work past their scheduled workday. Because of the difficulties and inconveniences caused by late pickups, families will be charged a late fee for every minute they are delayed in picking up their child.
If you have an emergency and cannot pick up your child at the scheduled time, please call the school office as far in advance as possible so that arrangements can be made. Please note that the school and yard are not available for free play after dismissal. No children or parents are permitted on the premises after the last staff member leaves.
Communicating With Teachers
It is very important for parents/caregivers and teachers to share observations, questions and expectations with each other about each child's experience and development. Parents must understand, however, that drop off and pick up are generally not times when teachers have much time to discuss an issue, as they are responsible for other children. There are a number of formal and informal communication methods used by teachers and parents at our school:
- Email newsletter and blog posts: teachers write frequent newsletters to families, and post blog entries linked to our web site, where parents can see images of their children at work!
- Phone calls and emails: parents and teachers often catch up with each other in ways that best suit the urgency/importance of the situation and each other's schedule.
- Mailbox: Each child has a mailbox in which teachers will send home hard copies of notices.
- Bulletin Board: Each classroom has a bulletin board where the week's activities are posted, as well as news about upcoming classroom events. Please check your child's mailbox and the entrance area bulletin board daily for these notices!
- Daily Notebooks: Classes may use a daily notebook where parents may write the teachers a note about something they would like the teacher to know about that day.
- Formal Parent-Teacher Conferences: These meetings are held twice a year– once in November (Election Day) and once in the spring (March or June). Your child's teachers will post a sign-up sheet in advance of these times. At these conferences, your child's teachers will go over in detail with you your child's development and general experience at the school. If your child's teachers have reason to believe that your child might benefit from outside or further evaluation, they will discuss such a possibility with you.
If you have any question or concern about your child's development or experience at the school, we encourage you to speak directly with one of your child's teachers. If after meeting with your child's teachers you feel that you need additional discussion, please let the Lead Teacher know and then speak with the Executive Director.
If your child is sick, will be late or absent from school for any reason, please contact the school office, and a school administrator will make sure that the message gets to your child's teachers. If your child is absent due to contagious illness or for three (3) days or longer, please obtain a note from your child's physician verifying that your child may safely return.
Classroom Visits
The Montessori Day School welcomes parents as vital partners in their children's school experience. We welcome you to discuss with your child's teachers any particular skill, hobby or cultural background you would like to share with your child's class. Parents have led sing-alongs, painting and photography workshops, read stories and led different ethnic and cultural celebrations with their children's classes. This is a wonderful part of our school culture and we look forward to your participation.
Once the school year is underway, class routines are established and the children have settled in, the school welcomes you to visit your child's classroom. Please schedule your visit with your teachers in advance, so that they can coordinate with other visits that we receive from teaching professionals,
students and prospective parents. The teachers will explain the procedures for best observing your child's class and activities in his/her particular classroom. Please remember that during any such visit, you won't be able to engage teachers in lengthy conversations, but you will certainly be able to speak to the teachers after the visit is over. We suggest that you note your impressions of the class and any questions, and arrange to discuss them soon after your visit.
Discipline of Children Policy
As a Montessori community, our School is committed to the principle of guiding our children in ways that respect their own inner guidance and self-directed purpose for harmony, order, cooperation and love of their environment. We believe that adults should only interact with children in a way that supports self-discipline, in a manner that seeks to assure their compliance and cooperation with necessary procedures and proper behavior through positive means, for example: modeling, clear directions, reasoning, distraction, reflective language, and questioning.
The intentional infliction of physical pain, or threat of such pain, on children, such as by pulling hair, grabbing, pulling, hitting, spanking, slapping, pinching, etc., are strictly prohibited and will not be tolerated. Any such conduct on the part of any MDS staff would constitute grounds for immediate dismissal. We view such actions as child abuse and we will report such actions to the appropriate government agencies. Verbal and non-verbal abuse (shouting, intimidating gestures, etc.) also will not be tolerated.
This policy applies not only to MDS staff but to all adults while on school premises, including volunteers, and parents and their agents. Any such behavior by anyone in the MDS community on MDS premises or at any MDS event should be reported immediately to the Executive Director.
Corporal punishment of any kind is strictly prohibited at the Montessori Day School.
IV. SCHOOL ACTIVITIES AND COMMUNICATIONS
Daily Classroom Schedule
Every class has a regular schedule that includes work cycle, circle time, recreation, and enrichment programs. Circle time or meeting usually takes place mid-morning. This activity helps your child focus and brings all children together to plan for the rest of the day's activities and share a song or story. It is disruptive to the other children and the teachers when you bring your child late.
Work cycles, circle times, lunch and naps are scheduled, but will vary depending on the ages of the children, their concentration spans and the particular flow of the day. After naptime, each class will have a range of activities that may include use of our play yard -- weather permitting. They may also pay a visit to another classroom where your child can explore a new environment of Montessori works, see friends and make new friends. When children go to another classroom, the movement studio or our play yard at the beginning or end of the day, the teachers post a notice on the door to let you know where you can find them.
Teachers routinely post or send home highlights of current activities or calendars with their coming plans, themes, or projects to help parents know what their children have been or will be doing. Mentioning activities can prompt more of a verbal response than simply asking your child what she did.
Special Programs
Montessori Day School offers special "enrichment" programs for children, including Movement, Music, and Yoga classes for all full-time students, with Piano and Spanish lessons available after school by subscription. Soon after the beginning of each school year, you will be told of the days on which your child's class is scheduled for each program. Children who attend the school on a part-time basis will
receive at least one of these programs. Their participation in a specific activity on a specific day is not guaranteed, as circumstances may require that schedules be changed on short notice. These enrichment classes are:
During the School Day:
- Movement: The weekly movement class aims to develop a life-long love of physical fitness and imaginative, creative, movement in our children. Each class meets once a week. Girls should wear pants rather than dresses or skirts on the day they have movement since they do lots of somersaulting and acrobatics.
- Music: A music teacher comes weekly to each class and engages children in songs, rhythms, finger play, movements and dance exercises. Teachers also add other musical activities in their classrooms throughout the year. As part of the school's commitment to diversity, the music includes songs from different languages and cultures. Please let us know if you play an instrument and would like to be included in a music activity.
- Yoga: Children participate in a weekly yoga class with a certified yoga instructor. Children learn relaxing yoga breaths and yoga poses such the "lizard," "cat" and "tree." On yoga days, please dress your child in comfortable clothes that allow for freedom of movement.
- Gardening: A gardening specialist conducts a variety of activities generating children's interest in and awareness of the natural environment and our local ecosystem, and consults with teachers about plant life works in the classroom.
After School/Weekend:
- Spanish: Brooklyn Beanstalk offers weekly Spanish lessons (using art, music and movement to engage interest) late afternoons and on Saturday mornings, for an extra fee.
- Piano: The school has an arrangement with the Piano School of New York to provide weekly piano lessons in the late afternoon to children three and above whose parents elect this program. Parents pay an extra fee for these lessons, but the cost is reduced for MDS compared to the school's usual rates.
Field Trips
(For more on safety & lost child procedures see Appendix, pp. 22-24)
As an extension of the classroom activities, teachers plan field trips to playgrounds and neighboring cultural sites such as the Botanic Garden, the Brooklyn Library, the Prospect Park Zoo, the Brooklyn Children's Museum and the Brooklyn Museum of Art.
Upon enrollment, parents sign a Consent Form authorizing teachers to take children on neighborhood walking trips. For longer outings (such as ones that require public transportation or a school bus), parents give their permission before each trip. If you have a specific interest in a trip, please talk with your child's teacher.
On certain trips, the school contracts with a school bus company to transport the children (e.g. apple picking in Westchester County).
Celebrations and Special Gatherings
You are welcome to celebrate your child's birthday at school. Please arrange this event ahead of time with your child's teachers so that they can have the classroom and the children ready.
In general, we suggest that you provide food with low sugar content (no nuts, strawberries or shellfish!) for snack just after naptime. Fruit can be a great alternative to cupcakes. We also suggest that you keep the celebration very simple and avoid gift bags, toys, etc. Also, if you do bring a treat for the children such as cake or ice-cream, please ask the teachers if any child has special dietary needs.
If you plan to have a party outside of the classroom and do not plan to invite everyone in your child's class, it is very important that you do not dispense invitations in your child's classroom or at drop off or pickup. We feel strongly about this rule because children's feelings may be hurt.
The school celebrates several holidays and events throughout the year when children, their families and teachers come together to sing, eat and share their joy. These events– such as the Thanksgiving Feast, End-of-Year Celebrations and Family Fun Day are listed on the school calendar and teachers will remind you as the event draws near. You may be asked to contribute some seasonal food. Additionally, individual classes will arrange special events such as potluck dinners at a family's home or brunch at a family-friendly restaurant. Please make sure that your contact information in the office is always up to date so that you don't miss out on any of the fun.
School Communications
Open and constant communication between classrooms and among all the teachers, parents and administrators is a value and a goal of our school. In addition to the methods for teacher/parent communication described in Section III (F), the school has the following other types of communication methods:
- Classroom Email Group: All of the classrooms have their own groups so parents of enrolled students can connect with each other as well as the teachers.
-School Email Groups: The school has email groups for the whole school community, including alumni families. Not only does the school notify parents about upcoming activities and events, but MDS families can also share questions and notices about issues and events that they feel may be important or useful to other MDS families.
- Executive Director's Newsletters and Blogs: E-newsletters and blog posts convey news and notes about the school, Board and PTA special events and activities, or refer to articles about early childhood education in general, various aspects of the Montessori Method and philosophy, and other topics of interest to the MDS community.
V. HEALTH AND SAFETY
Medical Information
The Department of Health requires every child to have an up-to-date Medical and Immunization Record form on file at the School. This document must be completed by a physician less than ninety (90) days before enrollment. Once enrolled, children must have annual check-ups.
Parents must also inform the school in writing about any health conditions that their children may have, such as asthma, allergies, nosebleeds or any specific dietary restrictions or requirements. You must give this information to the School in writing before your child attends the school for the first time.
For the safety and health of all the children, please note that all children are required to be fully immunized as per the New York City Department of Health immunization schedule.
Emergency Contacts and Authorized Pick-Ups
Upon enrollment, you must complete an Emergency Contact/Authorized Pick-Up Form and return it the office (or complete it on TADS) before your child is allowed to attend class. This form gives us the names, addresses, and telephone numbers of your child's pediatrician, your preferred hospital, and reliable people—other than the parents—to contact if there is an emergency. On this form, you will also list every adult who is authorized to pick up your child from school. In the event that someone from your Emergency Contact/Authorized Pick-Up list has to pick up your child, they will be required to show photo identification. It is essential that you keep all of this information up to date. Please notify us in person and/or in writing of any changes.
In the event that you wish to have your child picked up from school by someone not on your Emergency Contact/Authorized Pick-Up Form, you must provide the school with the name of the person and the date of the pick-up. This person will also be required to show photo identification at the school.
Attendance
In accordance with New York City Health Code, Article 47, parents or authorized caregivers must sign their child in and out of school each day. Classroom teachers provide sign-in/out sheets by their classroom door for parents to record the names of child and adult and date and time of arrival and dismissal.
Daily attendance will also be taken by teachers in classrooms by 10:00am. Parents will receive a phone call from a school administrator soon after 10:00am on the same day if teachers note an absence which has not been previously confirmed by parents. Please contact the school office if your child is sick, will be late or absent from school for any reason.
Administrators will notify classroom teachers of any late arrivals or early departures, and will advise parents as to any changes to the usual classroom drop-off and pick-up procedures needed to accommodate for a late arrival or early departure. If a child arrives after their class has left school premises for an off-site activity or trip, administrators will arrange appropriate supervision and care for the child until they can be reunited with their assigned class group.
Sick Children
We know that it is difficult for working parents to arrange child care for a sick child, but you must keep your child home if s/he is sick or not fully recovered from an illness. Please call the school and let us know that your child is sick and not coming to school. Children who have the following illnesses must be kept at home:
1. Significant fever. A significant fever is defined as:
Oral temperature above 101 degrees Fahrenheit
Rectal temperature above 102 degrees Fahrenheit; or
Auxiliary (armpit) temperature above 100 degrees Fahrenheit
2. Persistent diarrhea, defined as three or more stools in a 24-hour period or diarrhea accompanied with blood in the stool.
3. Undiagnosed rash, except diaper rash.
4. Vomiting two or more times in the previous 24-hour period or any vomiting accompanied by symptoms of dehydration or other signs of illness.
5. Other possible illness. Until a child has been examined by a physician and deemed healthy for school, a child must remain at home if s/he exhibits symptoms such as lethargy, uncontrolled coughing, persistent abdominal pain, discolored urine, refusal to eat or drink, irritability, difficult breathing, wheezing, pink/runny eyes or other unusual signs.
If a child becomes ill during the day, the parent will be notified, and the child will be placed in a comfortable place in the classroom or office to await pick up. The school will advise the parent of the illness and its severity as perceived by staff.
If the child seems seriously ill or exhibits any of the above symptoms, we will ask the parent or an authorized escort to come right away and take the child home or to a doctor to provide appropriate medical attention. No child will be allowed to return to school until all signs of the fever, diarrhea, or severe coughing are gone. A child must exhibit 24-hour of symptom-free behavior or a doctor's note is required for return to the program.
If the illness is determined to be contagious, the school will ask the parent to inform the school within 24 hours and let us know the name of child's particular illness so that we can alert other parents (we will not disclose the name of the particular child). These illnesses include–but are not limited to–the following: chickenpox, conjunctivitis, diphtheria, food poisoning, hepatitis, hemophilus influenza type B infection, impetigo, measles, meningitis (all types), meningococcal disease, mumps, pertussis (whooping cough), poliomyelitis, rubella (German measles), salmonella, streptococcal disease (including scarlet fever) and/or tuberculosis. The school requires a doctor's note explaining the condition and stating that the child is no longer contagious before we can allow your child back into the classroom.
Lice
If your child has lice, you must keep him/her home until any live lice and any nits (eggs attached to hair follicles) have been completely removed. To return to program, you must present the school with a note from a lice professional verifying that your child is lice-free. Consistent with DOH regulations, the school maintains a "no nits" policy, which differs from the "no live lice" policy at many elementary schools. The school will call in a lice professional to do thorough head checks following a credible report of lice in a classroom (or in a child's household). Parents who shared information early have helped us prevent infestations.
Accident Procedures
If your child has a non-emergency accident–such as a bump or bruise–the teacher will tell you about it and give you a copy of an Accident Report when you pick up your child. This Accident Report will state the time and date of the event, a description of the action taken by the teacher and the time/method of how the parent was notified.
If your child has a serious accident, the school immediately will contact you or whoever is you listed on your emergency form and reachable by phone. If necessary, MDS staff will call an ambulance to access immediate emergency care. When appropriate, MDS staff may escort a seriously injured or ill child to the nearest emergency room, New York Methodist Hospital, 506 Sixth Street (at 7th Avenue) in Park Slope. The telephone number at the hospital is 718.780.3000.
Medication Procedures
If you have given your child any kind of medication before bringing her or him to school, you must inform the teachers. Do not under any circumstances put any medication into your child's lunchbox or in their food or beverages.
If your child requires any kind of short-term medication, please consult with your child's doctor if the medicine can be given in the morning before you leave home and/or after you pick your child up. If your child must receive medication during the school day, please contact the Executive Director in order to schedule a time for a parent/guardian to administer the dosage. If your child has a chronic illness that requires on-going medication, please discuss your situation with the Executive Director.
Fire Drills and Evacuations
MDS conducts fire drills once a month. Teachers talk with children about what to expect and conduct one or more practices before the first drill. Fire drill evacuation routes and procedures are posted.
In the event of evacuation, staff will walk children to one of the following locations:
M.S. 340 North Star Academy 227 Sterling Place, Brooklyn, NY Phone number: 718-857-5516
P.S. 9 Teunis G. Bergen School 80 Underhill Avenue, Brooklyn, NY Phone number: 718-638-3260
Extreme Weather, Blackouts and Other Emergencies
The school typically will be closed for bad weather whenever the New York City Public Schools are closed or, in isolated events, at the discretion of the Executive Director. Please stay tuned for news announcements.
If the school is forced to delay opening or close early for an emergency, lack of heat or hot water, or extreme weather–or if the school re-opens earlier than public schools–you will be notified by our emergency text blast system and/or a phone call by a school administrator.
If a citywide or neighborhood wide emergency–e.g., power failure, terrorist attack, extreme weather–occurs while your child is in our care, please come to the school as soon as possible to pick up your child.
If we are unable to safely remain in the school, we will notify the police of our location as well as of the names of the children in our care. Our neighborhood Police Precinct is:
78 th Precinct, Sector C 65 Sixth Avenue, at Bergen Street Phone number: 718-636-6411
Child Abuse or Neglect: Prevention and Reporting
As required by the Department of Health, all school employees are fingerprinted and undergo a thorough criminal background check prior to their employment at the school.
All program staff are mandated reporters trained to detect evidence that a child is experiencing any type of abuse, neglect or any type of inappropriate touching. All teachers know that they are required by law to report any such suspicions to the designated state authorities including – but not limited to – the New York State Central Registry.
If you have any concerns about this issue, you are encouraged to discuss your concerns with one of your child's teachers or the Director at any time.
CONTRACTS AND FEES
Enrollment Options
Children are enrolled at the Montessori Day School in Thurs/Fri (2-day), Mon/Tues/Wed (3-day), or Mon-Fri (5-day) programs from 8:00 a.m. – 3:00 p.m. (full day) or 8:00 a.m. – 6:00 p.m. (extended day).
Children may not be dropped off before 8:00. Regular attendance on your scheduled days is important for your child's development and success in the school. Attendance on non-contracted days is not allowed without special permission from the Executive Director.
Contracts and Forms
The regular school year begins in September. The school offers a 10-month enrollment contract from September through the following June. We also enroll students for summer program, winter and spring camp weeks and extended day through the TADS system.
Enrollment Contracts may be amended during the school year to add days or hours if there is space in your child's class, but in order to maintain the school's financial stability, enrollment contracts may not be changed to reduce the number of days or hours.
Upon enrollment in TADS, families must complete and submit the following eight (8) documents or forms:
1. Enrollment Contract
2. Emergency Contact and Authorized Pick-Up Form
3. New Admissions Medical and Immunization Record Form (or Follow-Up Record for returning students)
4. Written Medical Consent Form
5. Family Handbook Acknowledgement Form
6. Consent Form (for walking trips, photos and emergency medical treatment)
All of a child's records, contracts and forms are kept in a child's individual folder and are maintained in absolute confidence. The school does not voluntarily release such records to anyone except upon a parent's written request or in the case of licensing authorities seeking to verify that such records are kept in accordance with the law. All parent signatories of a child's enrollment contract have the right to review the documents in such folder, obtain copies of them or request release of such records to a third party.
Deposits, Payments, and Fees
Deposits and Tuition Payments
All families are required to pay a non-refundable deposit to secure the child's place prior to the beginning of the school year. Returning families usually make this payment in February to secure their placement for the following September. New families make this payment in March–or at the time of their acceptance–to secure their placement for the following school year. Your child's placement is not guaranteed until the full deposit has been received. The non-refundable deposit is applied toward your total tuition obligation.
The school has a waiting list of families and we rely on a full enrollment each year. The full amount of tuition and fees is unconditional and non-refundable, even if a child does not finish the school year. This obligation is set forth in the Enrollment Contract.
Tuition payments may be made by personal check, money order or cashier checks. Neither cash nor credit cards are accepted by the office.
Extended Day / Late Pick-Up Fees
The school offers extended day hours to full-day schedule students at an hourly rate. This must be arranged through the office in advance – if there is any available space. Please contact the office in order to arrange for payment and to fill out the necessary form for late pick up. Extended day can only be guaranteed to those who make it part of their annual enrollment contracts.
In the event that you do not follow the above procedure, you will be charged a fee per minute for late-pickups. As late pick-ups seriously burden teachers and children, families who consistently fail to abide by the school schedule may be asked to leave the school. Families are encouraged to partner with other parents or to have a back-up system in place to avoid late pick-ups.
Field Trip Fees
On occasion, it may be necessary to charge a small fee for a particular classroom field trip. Parents will be notified of any such fee by the teachers in advance of a trip, and any such fees will be collected by the teachers. Uncollected fees for participating children will be invoiced.
Tuition and Fee Delinquencies
A late charge and/or returned check charge will be added to a delinquent account each month that an account is overdue.
A default of sixty (60) days or more in the payment of tuition or any fees shall make the entire remaining balance of tuition and fees immediately due and payable upon notice by the school, notwithstanding the payment option selected. All accounts must be current before a child will be permitted to start a new term.
The School may take any one or more of the following steps if an account is over sixty (60) days in arrears:
(i) Cancel the Contract, causing suspension or expulsion of the Student;
(ii) Refuse to offer a Contract for the following year;
(iii) Require the undersigned to pay all costs incurred by School in collecting the outstanding Tuition, including all attorneys' fees and other costs and expenses incurred by the School in enforcing the Contract.
(iv) In a referral form, notify a school to which the Student may apply for admission of the delinquency.
Financial Obligations of Parents and Cancellation of Contract
The School has the discretion to suspend or terminate an Enrollment Contract and the enrollment of the Student at any time, or to nullify this Contract prior to the beginning of the academic year. The School may cause such suspension or termination if it determines, in its sole discretion, after consultation with the undersigned, that it is in the best interests of the Student and the School to suspend or terminate the Student's enrollment. An offer of enrollment in any Contract Period does not ensure an offer for any subsequent period. The School reserves all rights to refuse to offer any Student re-enrollment in its sole discretion.
As set forth in the Enrollment Contract, parents and guardians must recognize that the School's expenses do not diminish with the departure, absence or non-enrollment of a child, and that, accordingly, parents and guardians who sign an enrollment contract agree to pay the entire tuition for the full term of the enrollment contract whether or not the child remains in the School for the entire term. No deductions or refunds of tuition may be made in the event of any absence, withdrawal, suspension, or other termination of enrollment regardless of reason or cause. Similarly, the School may not characterize the payment of tuition as a charitable contribution to the School.
Financial Assistance
Consistent with the School's mission of making quality pre-school available to a wider community of families, MDS maintains a tuition assistance program funded by school revenue and donations from current and alumni families. Applicants for tuition assistance use the TADS system linked to the MDS website. A Board committee reviews results of those eligibility determinations, with no names visible, and allocates available funds.
FAMILY HANDBOOK SIGNATURE PAGE
A Note on the Family Handbook and School Policies
The school may change the policies described in the handbook from time to time. If there are any differences between information contained in the Family Handbook and more specific statements such as contracts, letters of agreement, memoranda and other notices and announcements, the latter statements control. A student's and family's presence in the Montessori Day School of Brooklyn signifies acceptance and willingness to abide by the policies set forth in the Family Handbook, as may be revised from time to time. Parents signify acceptance of a change in policy by remaining members of the school community after notice of a change is given. Parents must understand that a family's failure to follow the procedures set forth herein or other policies of the School may result in the cancellation of a family's enrollment contract.
We acknowledge that we have received and read a copy of the Family Handbook and we agree to all the policies set forth therein.
__________________________________________________________________________________
Child Name/s
_____________________________________ _____________________________________
Parent/Guardian Name
Parent/Guardian Name
_____________________________________ _____________________________________
Signature
Signature
__________________
__________________
Date
Date
APPENDIX -- MDS FIELD TRIP & LOST CHILD PROCEDURES
MDS teachers are accountable for the safety and health of all children on trips at all times. The class lead teacher or one of the co-lead teachers will serve as trip coordinator, and is responsible for overseeing all facets of the event/trip activity, including familiarizing themselves, the other teachers and volunteer chaperones with the destination and travel plans for the trip.
I. General Requirements
1. Before leaving the classroom, review with the children all safety procedures appropriate to the activity.
2. Assign each adult (teacher, parent, any other volunteer) a specific child or group of children to supervise depending on the age and the total number of children/adults who will go on the trip. Instruct the assignees to remain with their groups throughout the trip.
3. Adult/Child Ratios: For classes with 2 year old children, one adult may supervise two children at one time. For classes with children aged 3 – 5, one adult may supervise up to four children at a time.
4. Carefully note the number of children, number of adults, destination, times of departure and return, and cell phone contact numbers for trip coordinator, other teachers and chaperones. Leave this information with the Office before leaving the premises.
5. Be extremely careful at all crossings and cross the street only at the corners. When crossing the street, HAVE CHILDREN WALK MORE QUICKLY THAN THEIR USUAL PACE. The walk signals are short for a preschooler's regular walking pace!
6. When walking or while waiting for a traffic light to change, stand away from the curb.
7. Assign all children a buddy that he/she will hold hands with when walking and traveling.
8. Teacher #1 leaves group and takes a position facing potential oncoming vehicles having the "right of way". Teacher #1 waits until the last child is safely across the street and follows behind the group. Teacher #2 walks at the head of the group, crossing the street. Children and other teachers follow Teacher #2.
9. Be certain each child has displayed on his/her person (such as on a sticker or school field trip t-shirt) the School's name, address, and phone number.
10. Complete the Outdoors Attendance Form at least six times when outside the school premises and periodically throughout the day while at the trip site.
II. Traveling by Subway
Each parent needs to sign a consent form that his/her child is allowed to take the subway. When you take subway with a group of children, the following recommendations can facilitate your trip:
1. Stand away from the track and wait for everyone in the group to get on or off the train.
2. If left on the platform, inform the clerk at the token booth and wait at the booth until you unite with the group.
3. If someone else is left behind, disembark at the first possible stop, inform the clerk at the token booth and wait at the booth until you reunite with the lost individual.
4. Give appropriate instructions to the children and chaperones depending on the situation.
III. Emergency Medical Procedures on a Trip
In the event that there is a medical emergency while you are on a class trip, the procedures below must be followed:
1. Notify Director via telephone.
2. Notify proper authorities/services as situation indicates, e.g., call 911.
3. Provide appropriate first aid and medical care.
4. Provide adequate supervision in a secure area for all children.
5. Arrange for alternate means of transportation and inform the office of your return plan.
IV. Lost Child Procedures
In the event that a child goes missing, the procedures below must be followed.
Reporting:
1. Notify Director in person or via telephone.
2. Notify proper authorities/services as situation indicates, e.g., call 911 and/or 311.
3. Notify parents via telephone.
Search Procedures:
4. On a trip, the designated trip coordinator will work with emergency responders and officials, such as police, fire fighters, EMS or MTA bus/subway personnel to search the immediate area where the child was last seen, while staying in contact with teachers supervising the group and Director by cell phone.
5. On school premises, administrative team members and coverage staff will conduct the search while classroom team members maintain required staff-tochild ratios.
6. During a trip, upon instruction from the trip coordinator and/or administrative team members, the group of children led by assistant teachers and chaperones may return to school, while the trip coordinator or their designee remains to assist at the site of an ongoing search.
Upon Retrieval of a Lost Child:
1. The trip coordinator will thoroughly examine the child, ask appropriate questions to assess their emotional and physical well-being and provide appropriate first aid, medical care and emotional support.
2. If child does not require further medical treatment, trip coordinator will reunite them with the group and notify school administrators and parents.
3. In the case that a lost child is not retrieved by the end of the school day, all appropriate emergency service agencies will be notified by phone (911, 311, the N.Y. Statewide Central Register) and their instructions will be followed regarding continued search process.
Documentation of Incident:
The trip coordinator, lead teacher or their designee will complete a school incident report as soon as possible, no later than the end of the day. Incident forms are available in the school main office. | <urn:uuid:1c7d52a3-a658-4c27-a921-d1e6807edb88> | CC-MAIN-2023-06 | https://www.montessoridayschool.org/_files/ugd/e5380f_5685e6fa98454d77b6633152066fe7b0.pdf | 2023-02-02T07:08:08+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499967.46/warc/CC-MAIN-20230202070522-20230202100522-00073.warc.gz | 886,128,752 | 12,832 | eng_Latn | eng_Latn | 0.963441 | eng_Latn | 0.998834 | [
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Frequently Answered Questions – Cultural planning deadlystories.com
NOTE: It is important to acknowledge the diverse nature of Aboriginal culture in this country and how definitions, terminology, cultural practices and symbols can differ considerably across clans, regions and states. Family, Elders and community are always the best source of information when working with Aboriginal children and young people. It is essential that cultural generalisations are avoided, and individual and unique significant cultural customs are always explored in the cultural planning process.
Culture
Why do I need to do a CSP for Aboriginal children?
For Aboriginal children and young people, his or her family, community, clan, traditions and customs are integral to the development of their sense of identity and overall wellbeing. Connection to community and culture have a significant impact on a child or young person's social, emotional, health, educational and psychological development and help shape their journey into adulthood as strong, resilient and connected people.
In Victoria, it is a Legislative requirement that all Aboriginal children in out-ofhome care are to be provided with a cultural support plan that is aligned to their case plan. This requirement is outlined in the Children, Youth and Families Act. The same act s.10(3) (c ) also states "the need, in relation to an Aboriginal child, to protect and promote his or her Aboriginal cultural and spiritual identity and development by, wherever possible, maintaining and building their connections to their Aboriginal family and community. "
The cultural support plan ensures that every Aboriginal or Torres Strait Islander child in out of home care retains his or her connections to family, community and culture by mapping out an individualised plan that captures key cultural information about the child or young person and ensures that the child's culture is acknowledged, nurtured, supported and strengthened.
Where can I get Aboriginal resources for children to help them learn about their culture?
Connecting a child to their family group, mob, clan group and traditional Country is a key to helping them learn about their culture. The best resource for information is always the child's parent/s, grandparents and extended family. Respectfully engaging family members is always the first and most important step of the child's cultural journey. Whenever possible, family members should control and navigate the child's cultural journey, and an Elder from the child's family or local community should be a key informant for a child's cultural plan.
Where family cannot be consulted, contacting the local Aboriginal co-operative, community centre or land council connected to the child's mob, can connect you with extended family members, Elders and relevant cultural information.
It may take time to establish these networks or to establish the right connections, so building relationships and trust is key. Taking time to build relationships helps lay the groundwork for interaction with extended family, Elders and community members to contribute meaningful information for the cultural plan that includes language, totems, family history, significant cultural sites, ceremonies and rituals.
It is also important to build relationships with Aboriginal community controlled organisations (ACCO's) in your area such as VACCA who frequently hold community activities and host cultural events for children of all ages.
Other resources that can help children learn about their culture are Aboriginal cultural centres, websites, Libraries and museums such as the Koorie Heritage Trust and Bunjilaka. Most clan groups and Land Councils have their own websites providing a great source of information as well as Traditional land owner information and people you can contact for further information. Websites such as deadlystory.com, snaicc.org and yarnstrongsista.com provide great resources to help children learn about their culture. Social Media sites such as Facebook can also be an excellent source of information as many traditional owner groups and other cultural services have their own Facebook pages often providing cultural information, community events as well as connections to elders and other community members.
For further information on family history, there are Aboriginal family history services that can assist the research process, some of these services include but are not limited to AIATSIS, The National archives of Australia ( includes the Bringing them home index), State Library of Victoria, Norman Tindale genealogies, Link-up, Births, Deaths and Marriages, the Alick Jackomos Aboriginal Resource Centre and The Victorian Archives Centre Public Records Victoria (PROV) which has a Koorie Records Unit with the Koorie Index of names.
Depending on the age, stage and development of the child, subscribing to Aboriginal newspapers and Magazines such as Koori Mail and signing up to local community organisations mailing lists are also a great way to connect children to their culture. There are also some great Aboriginal televisions shows including cartoons to watch on the National Indigenous Television Network (NITV).
Connecting with your Senior Advisor, cultural planning will help guide you to the right services and programs for the child you are working with.
Why is it important for a child to know about their totems?
Totems connect a child on a spiritual level, providing a deeper connectivity and understanding to their clan, their traditional land and the dreaming. The significance and symbolism of Totems is something that is complex and multidimensional and varies depending on region and clan.
A totem is a natural object, plant or animal that is inherited by members of a clan or family as their spiritual emblem. Clan groups have caretaking responsibilities over their totems. Traditionally, totems defined peoples' roles and responsibilities and their relationships with each other and creation.
Depending on where a child is from, they could have four or more Totems which represent their nation, clan and family group, as well as a personal Totem. Nation, clan and family Totems are predetermined, however personal Totems are individually appointed.
It is important that an Elder or family member is consulted around the Totem of the child as the child may have several totems.
What is the difference between mob, clan, tribe, language group?
***These terms could differ depending on area. The term Nation e.g. Yorta Yorta nation is becoming a more common term to define Aboriginal mob. In some resources "language group" is used to determine state groupings such as Koorie, Nunga and Murri***
Mob
'Mob' is a colloquial term identifying a group of Aboriginal people associated with a particular place or Country. It is used to connect and identify who an Aboriginal person is and where they are from. Mob can represent your family group, clan group or wider Aboriginal community group.
Clan/Language group
Indigenous nations cover wide geographical areas, and have distinct borders. Within these nations there are clan groups. Clans are larger than a family but based on family links through a common ancestry. Clan groups share a common language and kinship system, which is based on either patrilineal or matrilineal lines of descent. A clan can also be referred to as a language group. For example, the Yorta Yorta nation has several clans including Bangerang, Moira and Ulupna. Gunditjmara comprises the following language groups – Dhauwurd Wurrung, Wooloowoorroong, Kee woorroong, Koornkopanoot, Peek woorroong, Keerray woorroong, Tyakoort Woorroong and Gadubanud.
Tribe
Tribe refers to a culturally distinct group of people associated with a culturally defined area of land or Country. A tribe, in the Aboriginal context, is a group of people related by genealogy, a common language and occupying (or traditionally occupying) a recognised area of Country.
'Tribe' is a European word that tends to imply western preconceptions developed from colonial experiences. 'Nation', 'community', 'people', 'mob' or the local language or culture group name is usually preferable to 'tribe'.
(https://www.ipswich.qld.gov.au/__data/assets/pdf_file/0008/10043/appropriate_indigenous_term inoloy.pdf, n.d.)
Why are the names on the Aboriginal Australia Map different if you look at different maps?
The spoken Aboriginal Languages were recorded using the Roman alphabet, as used in English. Therefore, Aboriginal language sounds were interpreted in many different spellings. This means that the same words – including language groups and place names can be spelt in two or three different ways. For example, Yorta Yorta can also be spelled Jotijota, Jodajoda, Joti-jota, Yodayod, Yoda-Yoda, Yoorta, Yota, Yoti Yoti, Yotta-Yotta, Youta.
Do we reference Elders, older family members as Aunty, Uncle?
Elders are highly respected Aboriginal people held in esteem by their communities for their wisdom, cultural knowledge and community service. They have gained recognition as a custodian of knowledge and lore. Age alone does not determine whether someone is recognised as an Elder in their community.
Aboriginal people refer to an Elder as 'Aunty' or 'Uncle'. However, it is recommended that non-Aboriginal people check the appropriateness of their use of these terms as referring to an Elder or leader as Aunty or Uncle may not be appropriate for an outsider unless a strong relationship has been established.
Where you come from
I feel uncomfortable asking families where they are from, like I 'm intruding. How can we ask this question respectfully?
Like all authentic and productive relationships, consulting with Aboriginal communities needs to be based on respect. Respect must be offered to be earned, particularly in engaging with community Elders and leaders and especially when dealing with the emotional impact and the trauma associated with colonisation, Stolen Generations and historical policies such as the forcible removal of Aboriginal children. Workers must always engage with family being mindful of these factors.
Workers must always be mindful of power imbalances and recognise that the Aboriginal family are the best source of cultural connection for a child and consultation should always empower family to drive and control the cultural process for the child. Respect, acknowledge, actively listen and respond to the needs of Aboriginal families in a culturally appropriate manner.
While remaining respectful and mindful of the above, it is important for workers to not be intimidated to ask identity questions but instead have a respectful curiosity that allows family to feel inclusive and safe always. Family should always be made aware of the workers commitment to the child's cultural plan and working in their best possible interest which is keeping the child connected to their Aboriginal family, culture and community.
How quickly can I ask families about their identity?
Where appropriate, families should be asked as soon as a child enters care about their identity in a respectful, appropriate and mindful way so that the cultural planning process can begin immediately.
As a cultural support plan needs to be developed and endorsed within the first 19 weeks of a child entering care, it is important that the worker meets with the family as a priority to ensure that the child's cultural information and needs are recorded. This information will then inform the case plan process and enable the cultural plan to be implemented as soon as possible by all care team members and carers.
How do we get information on country/mob if the child's parents don't know or won't tell me?
There are many variables that can lead to parents not being able to contribute to the child's cultural information and it is really a case by case situation to determine how best to proceed with obtaining information. The first action step would be to have a discussion with the child's care team to discuss and determine the best course of action.
Although there are many variables in this situation depending in the circumstances, some suggestions for action include:
* Development a genogram to includes names of grandparents or great-parents that can then be used to consult with a Senior Advisor or ACCSASS worker to help determine Aboriginal family connections and mob.
* At a care team meeting, identify an Aboriginal worker that may be able to accompany the worker to meet with the parents. Aboriginal families may be reluctant to talk with non-Aboriginal workers about cultural matters.
* If parents are not willing to share information, identify grandparents and other extended family members that may be able to assist.
* Make a referral to the AFLDM program for and AFLDM meeting to occur which will encourage family to come together to not only discuss the child's possible placement options but also the child's identity and culture.
* If mob/Country is known, the local co-operative, land council or Aboriginal community controlled organisation (ACCO) may be able to give you further information about the child's mob as well as provide contact with local Elders and extended family members.
* If Mob/Country is not known discuss services that may be able to work with them such as Link- Up if they grew up in Care or the Koorie Heritage Trust for general family research assistance.
* Most importantly work in close partnership with the Senior Advisor for Aboriginal Cultural planning in your area, who will guide and assist you through the process.
What do I do if the family doesn't want the child to identify as Aboriginal, but they have Aboriginal heritage?
While it is important that the family's desires for the child are taken into account and respected, if the child has been identified as Aboriginal to child protection and is in the care of the state then there is a responsibility to act in the best interests of the child and develop a cultural plan that reflects their Aboriginal heritage. Cultural information to inform the cultural plan may have to be sought from the child's Aboriginal grandparents, extended family, or community Elders.
The plan should still include a plan to connect the child to family, community and culture which will then allow the child to make an informed choice around their identity when and if the time comes.
If a parent doesn't identify as Aboriginal, can a child identify as Aboriginal?
Yes, however if the parent does not identify as Aboriginal it will be important, where possible to consult with other Aboriginal family members and Elders for the child to have a cultural mentor and be guided in their cultural journey.
It can be a complex situation for the child when a parent does not identify as Aboriginal, however your Senior Advisor, Cultural planning will be able to provide further guidance on this as it will vary from case to case.
If we meet Link Up criteria, where do we go to find family information?
Link-up works with adults over the age of 18 who are members of the Stolen Generation or as children spent time in state care. If the child's parent/s or grandparents agree to work with Link-up then a Link-up referral should be made directly with the Link-up Service of the state they are originally from. Information for Victoria and Tasmania can be found on their website.
http://linkupvictoria.org.au/our-services/
Cultural Support Plans
Should we include information as to why children can't be with family i.e. protective concerns?
No, this is not relevant to the cultural plan. The goal of a cultural plan is to provide details of the child's Aboriginal culture and to clearly map out how a child is going to remain connected to their family, community and culture. The plan should always be strengths based and in the best interests of the child, and should only focus on cultural information, family contact plans, cultural and identity specific goals and a return to country planning.
Cultural plans are for the child, so information included should not only represent the voice of the child but should also be written in a child-friendly format. Information should be objective and not include protective concerns, personal opinions and other information that is not relevant to the cultural wellbeing and development of the child.
Do we use first person as I or you?
As the cultural plan represents the voice of the child and where applicable it is completed in consultation with the child, it should be written in first person.
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Access Free Super Scientists Worksheet Free Download Pdf
More Super Science with Simple Stuff Exploring Ecosystems with Max Axiom, Super Scientist Super Minds American English Level 4 Teacher's Resource Book with Audio CD Super Minds Level 4 Teacher's Resource Book with Audio CD Insights Super Predator Super Minds Level 5 Teacher's Resource Book with Audio CD Super Minds American English Level 5 Teacher's Resource Book with Audio CD Sleepover Scientist #3 Super Science Crosswords Super Minds American English Level 3 Teacher's Resource Book with Audio CD Super Minds Level 3 Teacher's Resource Book with Audio CD Super Minds American English Level 6 Teacher's Resource Book with Audio CD Super Minds Level 6 Teacher's Resource Book with Audio CD Super Minds American English Level 2 Teacher's Resource Book with Audio CD Super Minds American English Level 1 Teacher's Resource Book with Audio CD Jacaranda Science Quest 9 for Victoria Australian Curriculum 1e (revised) learnON & print Development and Market Testing of Toolbox, an Agriculturally-based Science Education Journal for Elementary (K-5) Teachers Popular Science Freckle Juice Strengthening Forensic Science in the United States Tales of a Fourth Grade Nothing Teaching Primary Science Constructively A Journey into Adaptation with Max Axiom, Super Scientist Janice VanCleave's Science Project Workbook, Grades 3-6 Discovering Ourselves Differentiated Science Inquiry The Vast Wonder of the World Chemistry The Economic and Philosophic Manuscripts of 1844 and the Communist Manifesto Basic Experimental Strategies and Data Analysis for Science and Engineering Other People's Children Instructor Using ICT to Enhance Teaching and Learning in Chemistry Super Minds Level 2 Teacher's Resource Book with Audio CD Super Minds Level 1 Teacher's Resource Book with Audio CD Holes Lottery Super System Me n Mine-Social ScienceTerm-2 Solve This! Forensics
Sleepover Scientist #3 Apr 23 2022 Jada Jones is back for the third book of this popular, celebrated series perfect for STEM fans! Jada is hosting her first sleepover, and she has lots of cool scientific activities planned: kitchen chemistry, creating invisible ink, and even making slime! But when her friends get tired of the lessons and just want to hang out, can Jada figure out the formula for fun and save the sleepover? Praise for Jada Jones: Rock Star "Fast-paced, with supersimple vocabulary and a smattering of earth science to spark interest in young rock collectors everywhere."--Kirkus Reviews "Readers who love 'Ivy and Bean' or 'Katie Woo' will want to meet Jada Jones."--School Library Journal
Super Minds Level 1 Teacher's Resource Book with Audio CD Dec 28 2019 An exciting, seven-level course that enhances young learners' thinking skills, sharpening their memory while improving their language skills. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with visualisation exercises and art and craft activities, explores social values with lively stories and encourage cross-curricular thinking with fascinating 'English for school' sections. This Level 1 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Super Science Crosswords Mar 23 2022 Children will learn about plants, animals and other science subjects through the use of crossword puzzles. A Journey into Adaptation with Max Axiom, Super Scientist Jan 09 2021 Join Max Axiom as he explores the science behind animal adaptation. Max helps young readers understand why adaptation is important to survival. These newly revised editions feature Capstone 4D augmented reading experience, with videos, writing prompts, discussion questions, and a hands-on activity. Fans of augmented reality will love learning beyond the book!
Super Minds Level 3 Teacher's Resource Book with Audio CD Jan 21 2022 Super Minds is a seven-level course for young learners, designed to improve students' memory along with their language skills. The Workbook includes exercises to develop language creatively, cross-curricular thinking with fascinating 'English for school' sections and lively stories that explore social values. CEF: A1.
Insights Aug 28 2022 A simulated environmental problem is the focus of applying the steps of the scientific process. The problem is the mysterious appearance of a coating of white powder around the school yard. Students are challenged to identify the powder and its origin. As they meet this challenge, they learn that systematic gathering, organizing, and analyzing of information are a way of coming to understand events in the natural world. Each Teacher Guide includes: Specific teaching and management strategies Detailed teaching sequences for teaching the first three phases of the Learning Experience (Getting Started; Exploring and Discovering; and Processing For Meaning) Reproducible masters for Student Science Notebook pages, Group Recording Sheets, and Home-School Worksheets Extension activities in science, language arts and social studies Assessment materials (an introductory questionnaire, embedded assessments, and a final questionnaire consisting of performance and written components) Science Background (provides general science concepts as they are introduced and developed in the module) to help prepare teacher Teacher and Student Resources section (annotated lists of children's books, teacher reference books, and technological aids)
Jacaranda Science Quest 9 for Victoria Australian Curriculum 1e (revised) learnON & print Aug 16 2021 A seamless teaching and learning experience for the 2017 Victorian Curriculum for Science This combined print and digital title provides 100% coverage of the 2017 Victorian Curriculum for Science. The textbook comes with a complimentary activation code for learnON, the powerful digital learning platform making learning personalised and visible for both students and teachers. The latest editions of the Jacaranda Science Quest Victorian Curriculum series include video clips, end of topic questions, chapter revision worksheets, rich investigation tasks, and more. For teachers, learnON includes additional teacher resources such as quarantined questions and answers, curriculum grids and work programs.
Super Minds American English Level 6 Teacher's Resource Book with Audio CD Dec 20 2021 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, improving their memory along with their language skills. Super Minds develops language creatively with activities including role play and project work. Social values are explored with lively stories and cross-curricular thinking is covered through fascinating 'English for school' sections. This Level 6 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Super Minds Level 2 Teacher's Resource Book with Audio CD Jan 27 2020 An exciting, seven-level course that enhances young learners' thinking skills, sharpening their memory while improving their language skills. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with visualisation exercises and art and craft activities, explores social values with lively stories and encourages cross-curricular thinking with fascinating 'English for school' sections. This Level 2 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Development and Market Testing of Toolbox, an Agriculturally-based Science Education Journal for Elementary (K-5) Teachers Jul 15 2021 Super Minds Level 6 Teacher's Resource Book with Audio CD Nov 18 2021 An exciting, seven-level course that enhances young learners' thinking skills, sharpening their memory while improving their language skills. This exciting seven-level course enhances your students' thinking skills, improving their memory along with their language skills. Super Minds develops language creatively with activities including role play and project work. Social values are explored with lively stories and crosscurricular thinking is covered through fascinating 'English for school' sections. This Level 6 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests. Other People's Children May 01 2020 An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
Super Minds American English Level 2 Teacher's Resource Book with Audio CD Oct 18 2021 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with visualization exercises, art activities and craft activities, explores social values with lively stories, and encourages cross-curricular thinking with fascinating 'English for school' sections. This Level 2 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Janice VanCleave's Science Project Workbook, Grades 3-6 Dec 08 2020 Make the difference in your students' education with these hands-on science projects and activities Whether they are just beginning to study science in earnest, or gearing up for this year's science fair, students will appreciate this handy collection of 225 fun and easy-to-do experiments. Each experiment includes an individual worksheet, which students, parents, and teachers can use to keep track of progress and to brainstorm science ideas. There's also a complete answer key in the back of the book, which students can use for immediate feedback and teachers will find invaluable for making assessments. The topics covered come from the science standards and span the science curriculum, including: Astronomy Biology Chemistry Earth Science Physics All the activities can be done either at home or in the classroom with inexpensive and easy-to-find materials.
Exploring Ecosystems with Max Axiom, Super Scientist Nov 30 2022 Follows the adventures of Max Axiom as he explains the science behind ecosystems. Written in graphic-novel format.
Super Predator Jul 27 2022 There is something out there deep in the waters off the Southern coast of Australia. The search is on, in an unchartered area of a huge submarine abyss, the Bremer Canyon, for a predator that is big enough to eat a 3 metre great white shark.
Instructor Mar 30 2020
Super Minds American English Level 3 Teacher's Resource Book with Audio CD Feb 19 2022 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with art activities and craft activities, explores social values with lively stories, and encourages cross-curricular thinking with fascinating 'English for school' sections. This Level 3 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Lottery Super System Oct 25 2019
Super Minds Level 5 Teacher's Resource Book with Audio CD Jun 25 2022 An exciting, seven-level course that enhances young learners' thinking skills, sharpening their memory while improving their language skills. This exciting seven-level course enhances your students' thinking skills, improving their memory along with their language skills. Super Minds develops language creatively with activities including role play and project work. Social values are explored with lively stories and cross-curricular thinking is covered through fascinating 'English for school' sections. This Level 5 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests. The Economic and Philosophic Manuscripts of 1844 and the Communist Manifesto Jul 03 2020 Communism as a political movement attained global importance after the Bolsheviks toppled the Russian Czar in 1917. After that time the works of Karl Marx and Frederick Engels, especially the influential Communist Manifesto (1848), enjoyed an international audience. The world was to learn a new political vocabulary peppered with "socialism," "capitalism," "the working class," "the bourgeoisie," "labor theory of value," "alienation," "economic determinism," "dialectical materialism," and "historical materialism." Marx's economic analysis of history has been a powerful legacy, the effects of which continue to be felt world-wide. Serving as the foundation for Marx's indictment of capitalism is his extraordinary work titled Economic and Philosophic Manuscripts, written in 1844 but published nearly a century later. Here Marx offers his theory of human nature and an analysis of emerging capitalism's degenerative impact on man's sense of self and his creative potential. What is man's true nature? How did capitalism gain such a foothold on Western society? What is alienation and how does it threaten to undermine the proletariat? These and other vital questions are addressed as the youthful Marx sets forth his first detailed assessment of the human condition.
Teaching Primary Science Constructively Feb 07 2021 Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism and their implications for learning and teaching, and discusses core strategies for developing science understanding and science inquiry processes and skills. Chapters also provide research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the revised Australian Curriculum: Science. This sixth edition includes a new introductory chapter addressing readers' preconceptions and concerns about teaching primary science. Strengthening Forensic Science in the United States Apr 11 2021 Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators.
Differentiated Science Inquiry Oct 06 2020 Ignite science learning with standards-based differentiated instruction that benefits all students. Included are methods for implementation and strategies for successfully managing the differentiated inquiry-based classroom.
Popular Science Jun 13 2021 Popular Science gives our readers the information and tools to improve their technology and their world. The core belief that Popular Science and our readers share: The future is going to be better, and science and technology are the driving forces that will help make it better.
Super Minds Level 4 Teacher's Resource Book with Audio CD Sep 28 2022 Super Minds is a seven-level course for young learners, designed to improve students' memory along with their language skills. The Student's Book includes activities to develop language creatively, cross-curriculum thinking with fascinating 'English for school' sections and lively stories that explore social values. CEF: A1.
Freckle Juice May 13 2021 Andrew wants freckles so badly that he buys Sharon's freckle recipe for fifty cents.
Basic Experimental Strategies and Data Analysis for Science and Engineering Jun 01 2020 Although books covering experimental design are often written for academic courses taken by statistics majors, most experiments performed in industry and academic research are designed and analyzed by non-statisticians. Therefore, a need exists for a desk reference that will be useful to practitioners who use experimental designs in their work. This book fills that gap. It is written as a guide that can be used as a reference book or as a sole or supplemental text for a university course.
Super Minds American English Level 4 Teacher's Resource Book with Audio CD Oct 30 2022 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with art activities and craft activities, explores social values with lively stories, and encourages cross-curricular thinking with fascinating 'English for school' sections. This Level 4 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
Using ICT to Enhance Teaching and Learning in Chemistry Feb 28 2020 Information and Communications Technology has revolutionised the ways we process, access and use information and, as computers and other devices become ever more powerful, and information becomes more readily available, the next generation will need to be able to interact with digital media effectively to exploit these amazing new technologies to their full potential for the benefit of society. It is therefore imperative that teachers become familiar with ICT and its true potential and can present information with a perspective similar to that which the present generation of young people is using to develop their interests in their everyday life. This resource from the RSC gives teachers of chemistry the practical help needed to integrate ICT into their teaching and stimulate the enthusiasm of a new generation of scientists in the exciting new areas of chemistry that are opening up such as Nanoscience and Nanotechnology. Furthermore, it will be highly effective in developing the new ethos of sustainability that will be a major driving force behind the next advances in chemistry that are vital if we are to survive the manifold problems confronting society in the next few decades. This resource is ideal for all secondary teachers of chemistry, trainee teachers and university lecturers.
Holes Nov 26 2019 #1 NEW YORK TIMES BESTSELLER • NEWBERY MEDAL WINNER • NATIONAL BOOK AWARD WINNER Dig deep in this award-winning, modern classic that will remind readers that adventure is right around the corner--or just under your feet! Stanley Yelnats is under a curse. A curse that began with his nogood-dirty-rotten-pig-stealing-great-great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys' detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes. It doesn't take long for Stanley to realize there's more than character improvement going on at Camp Green Lake. The boys are digging holes because the warden is looking for something. But what could be buried under a dried-up lake? Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment—and redemption. "A smart jigsaw puzzle of a novel." —New York Times *Includes a double bonus: an excerpt from Small Steps, the follow-up to Holes, as well as an excerpt from the New York Times bestseller Fuzzy Mud.
Super Minds American English Level 1 Teacher's Resource Book with Audio CD Sep 16 2021 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, sharpening their memory and improving their concentration along with their language skills. Super Minds develops creativity with visualization exercises, art activities and craft activities, explores social values with lively stories, and encourage crosscurricular thinking with fascinating 'English for school' sections. This Level 1 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests. Discovering Ourselves Nov 06 2020 A collection of 38 super science activities that help children learn more about themselves.
Chemistry Aug 04 2020 Chemistry for grades 9 to 12 is designed to aid in the review and practice of chemistry topics. Chemistry covers topics such as metrics and measurements, matter, atomic structure, bonds, compounds, chemical equations, molarity, and acids and bases. The book includes realistic diagrams and engaging activities to support practice in all areas of chemistry. The 100+ Series science books span grades 5 to 12. The activities in each book reinforce essential science skill practice in the areas of life science, physical science, and earth science. The books include engaging, grade-appropriate activities and clear thumbnail answer keys. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in individual science topics. The series will be aligned to current science standards.
Me n Mine-Social Science-Term-2
Super Minds American English Level 5 Teacher's Resource Book with Audio CD May 25 2022 Super Minds American English is a seven-level course for young learners. This exciting seven-level course enhances your students' thinking skills, improving their memory along with their language skills. Super Minds develops language creatively with activities including role play and project work. Social values are explored with lively stories and cross-curricular thinking is covered through fascinating 'English for school' sections. This Level 5 Teacher's Resource Book contains end-of-unit evaluation tests, worksheets for further vocabulary and grammar practice, along with cross-curricular extension material. The Audio CD includes all the listening material needed to accompany the tests.
More Super Science with Simple Stuff Jan 01 2023 Educational resource for teachers, parents and kids!
Sep 24 2019 A text book on social
The Vast Wonder of the World Sep 04 2020 Audisee® eBooks with Audio combine professional narration and text highlighting for an engaging read aloud experience! "A must-purchase picture book biography of a figure sure to inspire awe and admiration among readers."—School Library Journal (starred review) Extraordinary illustrations and lyrical text present pioneering African American scientist Ernest Everett Just. Ernest Everett Just was not like other scientists of his time. He saw the whole, where others saw only parts. He noticed details others failed to see. He persisted in his research despite the discrimination and limitations imposed on him as an African American. His keen observations of sea creatures revealed new insights about egg cells and the origins of life. Through stunning illustrations and lyrical prose, this picture book presents the life and accomplishments of this long overlooked scientific pioneer.
Tales of a Fourth Grade Nothing Mar 11 2021 Living with his little brother, Fudge, makes Peter Hatcher feel like a fourth grade nothing. Whether Fudge is throwing a temper tantrum in a shoe store, smearing smashed potatoes on walls at Hamburger Heaven, or scribbling all over Peter's homework, he's never far from trouble. He's a twoyear-old terror who gets away with everything—and Peter's had enough. When Fudge walks off with Dribble, Peter's pet turtle, it's the last straw. Peter has put up with Fudge too long. How can he get his parents to pay attention to him for a change?
Solve This! Forensics Aug 23 2019 "Science experiments for children that help them learn to solve problems"--
Access Free Super Scientists Worksheet Free Download Pdf
Access Free pluto.wickedlocal.com on February 2, 2023 Free Download Pdf | <urn:uuid:3a656fbc-9e82-41f8-b1df-b8dfad22e67b> | CC-MAIN-2023-06 | https://pluto.wickedlocal.com/cgi/galaxy?n=Y5N3K4&FileName=Super_Scientists_Worksheet | 2023-02-02T09:10:05+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499967.46/warc/CC-MAIN-20230202070522-20230202100522-00072.warc.gz | 477,627,089 | 5,006 | eng_Latn | eng_Latn | 0.994911 | eng_Latn | 0.994911 | [
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POLYCYCLIC AROMATIC HYDROCARBONS
What are POLYCYCLIC AROMATIC HYDROCARBONS?
Polycyclic aromatic hydrocarbons (PAHs) are a group of more than 100 different chemical compounds. They are formed in nature and are found in many places in the environment.
Where are PAHs found and how are they used?
PAHs are found in crude oil, coal and gas. They can be released into the air as smoke or soot from volcanoes and forest fires. Burning tobacco or grilling meat can also release PAHs. Some PAHs are used in medicine, and to manufacture dyes, plastic and pesticides. They can also be found in asphalt, roofing tar and creosote.
How can people be exposed to PAHs?
You could be exposed to PAHs through:
Breathing smoke from tobacco, or burning wood or coal in stoves or fireplaces. Exposure can also result from breathing burning garbage or leaves, or from cooking with a charcoal or gas grill. You can also breathe PAHs from car and truck exhaust, or in air near factories that release PAHs.
Eating charbroiled or smoked meat.
Drinking water that contacted PAHs.
Touching materials containing PAHs, such as tar, soot, soil or water. You can be exposed by touching wood preserved with creosote.
How do PAHs work and how can they affect my health?
Several PAHs cause cancer in humans. Others are considered to be probable or possible cancer-causing chemicals. Exposure to high concentrations of PAHs damages the skin and affects the body's ability to fight disease and infection.
How is PAH poisoning treated?
Most exposures to PAHs happen every day at very low levels in the air we breathe and the foods we eat. Treatment for a short-term exposure is unlikely. Contact your doctor if you experience symptoms of PAHs poisoning.
What should I do if exposed to PAHs?
Remove anyone exposed to high levels of PAHs from the source of exposure. Seek medical treatment immediately.
What factors limit use or exposure to PAHs?
Most of the population is exposed to very low levels of PAHs in the air and food we take in every day. Workers can be exposed to PAHs by inhaling engine exhaust, or by working in industries such as mining, oil refining, metalworking, chemical production, transportation and the electrical industry.
Is there a medical test to show whether I've been exposed to PAHs?
Tests can determine if you were exposed to high levels of PAHs. Consult with your physician.
References and Sources
Agency for Toxic Substances and Disease Registry (ATSDR). 1995. Toxicological Profile for polycyclic aromatic hydrocarbons (PAHs). Atlanta, GA: U.S. Department of Health and Human Services.
U.S. E.P.A.,
Health Effects Notebook for Hazardous Air Pollutants, http://www.epa.gov/ttn/atw/hlt
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Download File PDF 9th Grade
Curriculum Level 1 9th Grade Environmental Science Curriculum Level 1
Environmental Science
An award-winning scientist offers his unorthodox approach to childrearing: "Parentology is brilliant, jawdroppingly funny, and full of wisdom…bound to change your thinking about parenting and its conventions" (Amy Chua, author of Battle Hymn of the Tiger Mother). If you're like many parents, you might ask family and friends for advice when faced with important choices about how to raise your kids. You might turn to
Curriculum Level 1 parenting books or simply rely on timeworn religious or cultural traditions. But when Dalton Conley, a dualdoctorate scientist and fullblown nerd, needed childrearing advice, he turned to scientific research to make the big decisions. In Parentology, Conley hilariously reports the results of those experiments, from bribing his kids to do math (since studies show conditional cash transfers improved educational and health outcomes for kids) to teaching them impulse control by giving them weird names (because evidence shows kids with
Curriculum Level 1 unique names learn not to react when their peers tease them) to getting a vasectomy (because fewer kids in a family mean smarter kids). Conley encourages parents to draw on the latest data to rear children, if only because that level of engagement with kids will produce solid and happy ones. Ultimately these experiments are very loving, and the outcomes are redemptive—even when Conley's sassy kids show him the limits of his profession. Parentology teaches you everything you need to know about the latest literature on parenting—with lessons that
Curriculum Level 1 go down easy. You'll be laughing and learning at the same time.
Represents the content of science education and includes the essential skills and knowledge students will need to be scientically literate citizens. Includes grade-level specific content for kindergarten through eighth grade, with sixth grade focus on earth science, seventh grade focus on life science, eighth grade focus on physical science. Standards for grades nine through twelve are divided into four content strands: physics, chemistry, biology/life sciences, and earth
Download File PDF 9th Grade Environmental Science Curriculum Level 1 sciences.
Rather than the 25 to 30 chapters found in most environmental science textbooks, the authors have limited Principles of Environmental Science: Inquiry and Applications to 16 chapters--perfect for the onesemester, non-majors environmental science course. True to its title, the goal of this concise text is to provide an up-to-date, introductory view of essential themes in environmental science along with offering students numerous opportunities to practice scientific thinking and active learning.
Curriculum Level 1 Making it comparable Carrying Forward the Spirit of Pioneers of Science Education Instructional Patterns The Manual of Museum Learning An Overview for Science Educators Research in Education
The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher
Download File PDF 9th Grade
Curriculum Level 1 educators. Traditional science curricula and textbooks present science as a finished product. Taking a different approach, this book provides a glimpse of "science in the making" — scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about "science in the making" is a rich source of motivating students to engage creatively with the science curriculum. Readers are introduced to "science in the making" through discussion and analysis of a wide range of historical episodes from the early 19th
Environmental Science
Curriculum Level 1 century to early 21st century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from 'science in the making' to understanding the Nature of Science.
This Manual is a practical guide to creating successful learning experiences in museums and related institutions such as public galleries, exhibition Page 8/44
Curriculum Level 1 centers, science centers, zoos, botanical gardens, aquaria, and planetaria. Based on an understanding of museum learning as an experience that occurs within a personal, social, and physical context, it explores why, for whom, and how these contexts can be orchestrated in museum galleries with optimal results.
Discusses the interactive patterns that exist in the classroom and shows how teachers can use these patterns to their advantage in achieving goals for student learning. A River Runs Through it Minnesota & TIMSS, Exploring Page 9/44
Download File PDF 9th Grade
Curriculum Level 1 High Achievement in Eighth Grade Science Science Content Standards for California Public Schools
Environmental Science
From 'Science in the Making' to Understanding the Nature of Science
Student Scientific
Understandings in a Ninth
Grade Project-based Science
Classroom
The Instructional Leader's Guide to Implementing K-8 Science Practices
An accessible, engaging primer on the eight science practices at the heart of the Next Generation Science Standards (NGSS), providing K–8 instructional leaders with the grounding they need to ensure excellent science instruction in every
Page 10/44
Curriculum Level 1 classroom. The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by "thinking like scientists" and engaging in discrete science practices. However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science? Although a content-neutral approach to supervision—one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management—is undoubtedly beneficial, the best instructional leaders know that contentspecific approaches are necessary to Page 11/44
Curriculum Level 1 achieve real excellence. We therefore need to go deeper if we want to engage both teachers and students with the science practices. We need science-specific supervision. With that in mind, the authors provide vignettes and examples of the science practices in use, advice on observing science classrooms, concrete look-fors, and guidance on fostering ongoing teacher learning. They also offer a rich compendium of research- and evidence-based resources, including sample lessons, FAQs, and more than a dozen downloadable tools to facilitate classroom observation, feedback sessions, and professional development. This is an essential guide for any K–8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive
Curriculum Level 1 and noncognitive skills students will need to thrive in more advanced courses, work, and society. This book presents an empirical study utilizing Deleuzian Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In BecomingTeacher: A Rhizomatic Look at FirstYear Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school
Curriculum Level 1 district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher Page 14/44
An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.
Curriculum Level 1 educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level.
Mosaic
Encyclopedia of Environmental Issues Resources in Education Annual Index Parentology
Going Back for Our Future
Curriculum Level 1 In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as
Curriculum Level 1 well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that
Curriculum Level 1 do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students' work right across the curriculum. In this era of mandated high stakes and standardized testing, teachers and schools officials find themselves struggling to meet the demands for improved student achievement. At the same time, they are also expected to teach all subjects as required by national and state curriculum standards.
Earth Science: Geology, the Environment, and the Universe is designed for complete concept Page 18/44
Curriculum Level 1 development and supported with riveting narrative to clarify understanding. Challenging with engaging hangs-on labs, this complete program provides results that you and your students will appreciate. Standards in science education Strategies for Maximizing Student Learning Hmh Science Homeschool Package Pearson Environmental Science Principles of Environmental Science The Living Environment One of the most significant developments in school education in recent years has been the development and introduction of standards, a subject of
Curriculum Level 1 considerable controversy. This book is the result of a symposium held in Kiel, a symposium that was arranged by two leading science education groups, one at IPN (Leibniz Institute for Science Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together experts from 15 countries. These countries include those that have extensive experience with the Page 20/44
Curriculum Level 1 effects of standards on the educational system, on individual schools and teachers and on students. Other reports concern countries which are introducing them shortly and yet others on countries that are in the early stages of development of standards. 11 are from Europe and the others are from Australia, Israel, Taiwan and the U.S. The book is divided into three parts. In Part A, two of the organizers set the Page 21/44
Curriculum Level 1 scene, describing the reasons for arranging the symposium and outlining the preparations and the work done at the meeting. Part B contains 17 reports from the 15 countries and in Part C, there are two summaries, analysing the conclusions, taken from two different vantage points. The controversies surrounding standards remain. However, this book gives a succinct and authoritative Page 22/44
Curriculum Level 1 overall account of the advantages and disadvantages of their introduction taken from the experiences of many countries.
As teachers we often tend to expect other countries to teach chemistry in much the same way as we do, but educational systems differ widely. At Bielefeld University we started a project to analyse the approach to chemical education in different countries from all over the world:
Curriculum Level 1 Teaching Chemistry around the World. 25 countries have participated in the project. The resulting country studies are presented in this book. This book may be seen as a contribution to make the structure of chemistry teaching in numerous countries more transparent and to facilitate communication between these countries. Especially in the case of the school subject chemistry, which is very unpopular on the one Page 24/44
Curriculum Level 1 hand and occupies an exceptional position on the other hand – due to its relevance to jobs and everyday life and most notably due to its importance for innovation capacity and problem solving – we have to learn from each others' educational systems.
"This four-volume set assembles information from numerous fields of knowledge relevant to the study of environmental issues, including biology, Page 25/44
Curriculum Level 1 geology, anthropology, demographics, genetics, and engineering, and explains the interrelationships of these issues in easily understood terms." --Publisher.
Becoming-Teacher Practices, Crosscutting Concepts, and Core Ideas Earth Science EPA-430/1 Science and Technology Education and Future Human Needs Watershed Investigations: 12 Labs for High School Science Page 26/44
Curriculum Level 1 This book is the first volume of an attempt to capture and record some of the answers to these questions̶either from the pioneers themselves or from those persons who worked most closely with them. We know there are many pioneers and early trailblazers who are not included in this volume, but there are other volumes to follow. As we have posed questions, rummaged through files and oftneglected books, and probed the memories of many individuals, we have come to realize our list of true pioneers is ever growing. There are names on the list that most of us readily recognize, and Page 27/44
Curriculum Level 1 there are names of whom few of us have heard̶yet who were significant in their roles as mentors or idea development and teaching. We quickly discovered that the "family tree" showing connections between these people is not a neat, clean simple branching tree, but is more like spaghetti. The connections are many, are intertwined, and all have their significance. The stories in this volume demonstrate how vital this network was in supporting the individual pioneers during their journey in difficult times and continues to be for those of us today in our own enterprise.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science Page 29/44
Curriculum Level 1 "Adopted by the California State Board of Education, March 2005"--Cover.
Curriculum Level 1 education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around Page 30/44
Curriculum Level 1 which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on sciencePage 31/44
Report of Activities
Curriculum Level 1 related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform statelevel decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
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Teaching High School Science Through Inquiry and Argumentation Benchmarks for Science Literacy Mathematics Framework for California Public Schools Inquiry & Applications Watershed Investigations: 12 Labs for High School Science provides high school educators with a series of broad-based, hands-on experiments designed to help students understand the relationships between human impact and local hydrology. Covering a range of disciplinesincluding
Curriculum Level 1 1988-92
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Download File PDF 9th Grade
Curriculum Level 1 geology, chemistry, Earth science, botany, and biologythis volume gives educators lesson plans that will interest the student and meet a wide array of state and national curricular standards.
Environmental Science
"This resource helps instructional leaders engage teachers in the supervision process to effectively implement science practices at the elementary and middle school levels"-Published to glowing praise in 1990, Science for All Americans defined the science-literate
Page 34/44
Download File PDF 9th Grade
Curriculum Level 1 American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all
Environmental Science
Download File PDF 9th Grade
Curriculum Level 1 students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a
Environmental Science
Page 36/44
Curriculum Level 1 single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the
Curriculum Level 1 understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that Page 38/44
Curriculum Level 1 involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological knowhow will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of
Curriculum Level 1 the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.
Women's Educational Equity Act Program Kindergarten Through Grade Twelve Annual Report
The Inclusion of
Environmental Education in Page 40/44
Curriculum Level 1 Science Teacher Education ERIC Educational Documents Abstracts 1975 Teaching High School Science Through Inquiry is one of the few print resources devoted exclusively to developing and enhancing teachers' capacity to teach through scientific inquiry in grades 9-12. The second edition has been revised to include: -More emphasis on developing the prerequisite attitude and mind-set for becoming an inquiry-based teacher -Increased focus on scientific argumentation -Updated list of recommended resources The new edition of Page 41/44
Curriculum Level 1 this best-seller ensures teachers have an up-to-date resource and solid guidance in integrating scientific argumentation into their lessons, and balancing the theory and practice of implementing an inquiry-based science classroom.
Food, Agriculture and Education covers topics on the most significant for development, namely health; food and agriculture; energy; land, water and mineral resources; industry and technology; the environment; and information transfer. The book discusses agricultural science education Page 42/44
Curriculum Level 1 for development; agriculture and biology education; and food production and general education. The text also describes the need for continuing education in food and agriculture; nutrition and science education; and food preservation and storage. The continuing education for rural women; nutrition and agricultural education based on biological principles; the aspects of education related to food and agriculture in developing countries; and UNESCO and nutrition education are also considered.
A Curriculum Guide for Ninth Page 43/44
Copyright : lsamp.coas.howard.edu
Download File PDF 9th Grade Environmental Science
Grade in Environmental
Curriculum Level 1
ScienceA Suggested Course of
Study for
ImplementationPrinciples of
Environmental ScienceInquiry &
Applications
Holt Environmental Science
Georgia
Geo Info Systems
Science Education as a Pathway to Teaching Language Literacy Food, Agriculture and Education The Instructional Leader's Guide to Implementing K-8 Science Practices
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Read Free Kindergarten Basic Skills Numbers Counting Read Pdf Free
Excel Basic Skills Homework Book Excel Basic Skills Homework Book Working with Numbers Breakthrough to Math Excel Basic Skills Excel Basic Skills Excel Basic Skills Mental Maths Strategies Excel Basic Skills Homework Book Mastering Basic Skills¨ PreKindergarten Activity Book Basic Skills with Math Comprehensive Curriculum of Basic Skills, Grade K Times Tables 2 Years 3-4 Practice Multiple-Choice Papers Suitable For Maths the Basic Skills Number Basic Skills Comprehensive Curriculum of Basic Skills, Grade 1 Comprehensive Curriculum of Basic Skills, Grade 1 Maths the Basic Skills Number Worksheet Pack E1/E2 I Know My Numbers!, Ages 3 - 5 My Book of Numbers 1--30 Basic Skills Helpers, Kindergarten Everything for Early Learning, Grade 1 A Way with Numbers Mastering Basic Skills¨ Kindergarten Activity Book Mastering Basic Skills¨ First Grade Activity Book Everything for Early Learning, Grade K Number Sense Workbook Basic Skills with Math Number Tracing Book Pied Piper
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This text describes musical activities for groups of children or adults with learning difficulties, offering guidance on equipment, numbers and variations. The music is intended to work as a catalyst, to help with learning and communication. Excel Basic Skills: Times Tables 2 is the second book in the Times Tables series. Knowledge of Times Tables at the primary level is an essential steppingstone in understanding further units of work in Ma thematics. This book provides a solid and comprehensive approach for lea rning. In this book your child will find: A new and comprehensive approach to learning tables A wide variety of act ivities An emphasis on oral counting, language and patterns Carefully sequenced units A lift-out answer section Upon completing this book, your child will have mastered the x 6, x 7, x 8, x 9, x 11 and x 12 tables. Comprehensive Curriculum of Basic Skills for grade 1 covers basic concepts such as reading comprehension, letters, consonants, vowels, rhymes, grammar, spelling, addition, subtraction, place value, shapes, patterns, time, money, and measurement. Complete with practice in writing, reading, and math, this series helps develop the skills your child needs for gradelevel success. --With over 10 million copies in print, the Comprehensive Curriculum of Basic Skills series provides an entire curriculum filled with fun, educational activities and instruction that improve academic performance. --Available for grades prekindergarten to 6, Comprehensive Curriculum of Basic Skills features vivid, fullcolor illustrations and grade-appropriate
activities for phonics, reading, language arts, writing, and math. This series edition has been updated with relevant, high-interest reading passages and artwork to engage your child in the learning process. An excellent resource for supporting classroom learning or enhancing your home school curriculum, it features review lessons to measure your childÕs progress, teaching suggestions to extend learning, and answer keys to monitor accuracy. --Comprehensive Curriculum of Basic Skills is the all-in-one resource for strengthening essential skills. Mastering Basic Skills(R) Second Grade includes comprehensive content essential to second graders. Topics include reading comprehension, phonics, language arts, grammar, writing, time and money, and math. The Mastering Basic Skills(R) series includes grade-specific math and language arts activities as well as reading lists, skills checklists, awards, and mini books. The comprehensive content and extra features increase the value of this series making it an appealing choice to parents looking for extra at-home practice for their child. Mastering Basic Skills(R) First Grade includes comprehensive content on skills first graders need most. Topics include reading comprehension, phonics , language arts, grammar, writing, time and money, and math. The Mastering Basic Skills(R) series includes grade-specific math and language arts activities as well as reading lists, skills checklists, awards, and mini books. The comprehensive content and extra features increase the value of this series making it an appealing choice to parents looking for extra at-home practice for their child. Big Skills for Little Hands helps early learners prepare for kindergarten by building important basic and motor skills! I Know My Numbers! includes creative hands-on activities for each number 0-25, which emphasize counting, identifying quantities, and writing skills. Young learners will practice following directions, using pencils and scissors, pasting, and improving hand-eye coordination while learning their 123s. A bonus write-and-wipe page at the back of the book offers space for practicing additional fine motor activities. The activities in this workbook support national standards for early childhood (NAEYC). After completing this book, young learners will be proud to say "I Know My Numbers!" 80 perforated color pages. Educational workbooks in the Brighter Child "RM" Series teach basic learning skills and have been designed by professionals to
encourage student/parent interactive study. -Foil-stamped and embossed covers -- Easy-tounderstand directions -- Review pages Excel Maths: Addition and Subtractionfor Year 5 and Year 6 i s designed to help make students feel confident in the basic processes o f addition and subtraction of whole numbers. It will help to satisfy the needs of slower learners, and provide enrichment opportunity forquicker learners. Mathematics is a highly important subject in our schoo l syllabus. It is the study of numbers - which surround us everywhere in our lives. Computers and calculators have become the order of the day a nd are quite handy, but the human mind still controls it. Whatever we pu t into the mind during the child's formative years isextremely important and most significant for the years to come. In this book your ch ild will find: eight selfcontained, carefully graded units hundreds of practice exercises quick questions and re vision pages to stay in touch with previous work diagnostic and mastery test to measure student's knowledge a lift-out answer section Contents: tables language an d mathematics diagnostic test whole numbers a ddition of whole numbers to 999 subtraction of whole number to 999 order of operations with addition and subtraction answers addition of whole numbers to 9999 subtraction of whole numbers to 9999 addition of whole numbers beyond 9999 subtraction of whole numbers beyond 9999 mastery test Excel Maths: Whole Numbers, Decimals, Percentages and Fracti ons is designed for students in Year 7 who require extra attention in th eir Basic Number Skills. To be successful in mathematics, students must have a solid foundation in place for their high school maths to build on . These skills include a firm understanding of basic number work without reliance on calculators. This book looks at the important number skills for Year 7 and provides clearly set out explanations and example s for both students and parents to follow. Practice questions are then p rovided to build the confidence of the student. In this book you will find: selfcontained units of work with hundreds of pr actice questions tests at the start of each unit to identify an y problem areas step-by-step worked examples review te sts for each unit, and two end-of-year tests, allowing students to monit or their progress answers to all questions Author : Allyn Jones Skills for Scholars Basic Skills Helpers provides children in kindergarten additional instruction in basic skills necessary for the school year ahead. Offering 80 pages of full-color
activities, perforated pages, easy-to-follow directions, and complete answer key, children will have fun learning basic skills. Features activities that teach: Colors & shapes Same & different Opposites Letters A to Z Beginning & ending consonants Short vowels Rhyming words Name, address & phone numbers Sequencing & ordinal numbers More & fewer Time & money Graphing Thinking skills The popular Skills for Scholars Workbook series offers a full complement of instruction, activities, and information in 51 subjectspecific workbooks. Encompassing preschool to grade 6, this series covers key subjects including basic skills, English & grammar, math, phonics, reading, science, and Spanish. This series is designed for students who need intervention or enrichment and gives them a solid foundation in key skills necessary for success in the classroom! This engaging book--with 24 pages of stickers--focuses on three main early-learning concepts: colors, numbers, and shapes. Each activity, be it choosing the correct color to fill in a picture, finding the hidden triangle, or helping a squirrel count his acorns, stimulates learning through play and enhances the child's cognitive development. The activities become progressively more complex according to the three stages of a child's learning. Mastering Basic Skills(R) Prekindergarten includes comprehensive content for early learners. Topics include fine motor and printing skills, basic concepts, colors and shapes, numbers, readiness skills, alphabet, and safety. The Mastering Basic Skills(R) series includes grade-specific math and language arts activities as well as reading lists, skills checklists, awards, and mini books. The comprehensive content and extra features increase the value of this series making it an appealing choice to parents looking for extra at-home practice for their child. This new set of resources, comprising three Worksheet Packs and a textbook, have been designed specifically for the new Adult Numeracy Curriculum, covering Entry Levels 1, 2 and 3 and Levels 1 and 2. All topics within the resources are clearly labelled with a curriculum reference to assist with planning. Mental Maths is the Maths we do in our heads without the use of calcu lators and without writing down the calculation. Mental Maths strategies are the 'etricks',, we use to do Maths in our heads. There are differe nt ways of finding the answer to any Mental Maths problem, and such stra tegies are the focus of this series. Even though calculators and
compute rs play an enormous role in the modern world, we still need to go back t o the basics % we do need to know how to check that the sales assistant at the counter is giving us the right change! Mental Maths has become m ore important than ever and new primary Maths syllabuses in Australia ar e reflecting this. For example, NSW has placed an emphasis on Mental Mat hs in its primary syllabus, and even the Year 10 School Certificate exam ination has a compulsory noncalculator section. Features of this book include: 32 double-page units of Mentals are included % 8 units for each school term each unit is divided into four sets (A,B,C and D) of 15 questions each each numbered question covers particular Maths topics throughout the book: for example, Questi on 1 always covers addition, while Question 15 always covers geometry a special e'Help' section,, at the front of the book gives diffe rent strategies and explanations to help students solve Mentals problems . These are also numbered so they link to the question numbers in each M entals unit a eFun Spot,, unit, containing fun activities, and a eRevision,, unit are included at the end of each 8 units e extra practice,, sections which reinforce particular strategies appear i n the lower part of each page answers to all questions are in a lift-out section in the centre of the book This book provides a resource that can be used by tutors who deliver Key Skills and Adult Numeracy and students who are working towards End Assessment at Level 2. It contains 12 multiplechoice question papers, each containing 40 multiple-choice questions. These papers aim to assess candidates' ability to interpret information from tables, diagrams, charts and graphs and use calculations involving: * numbers, fractions, decimals and percentages; * amounts and proportion; * whole, positive and negative numbers; * mean, mode, median, range; * metric and imperial measures and conversion; * currency; * time and temperature; * weight and capacity; * area, perimeter and volume; * ratio and scale; * levels of accuracy and estimation; * formulae. The opportunity to practise many End Assessment papers will encourage an understanding of the techniques involved and will engender confidence and competence for the test. The book also contains the answers and photocopiable answer sheets. The Author Elizabeth Jones is a Key Skills practitioner with experience of delivering, assessing and verifying mandatory and wider Key Skills in various educational settings including
secondary schools, sixth form colleges, further education colleges, vocational training agencies, young offender institutes and adult education classes. She has designed questions set in a range of vocational training contexts: art and design, animal management, built environment, business administration, call centre training, design technology, hair and beauty, health and social care, hospitality and catering, information communication technology, motor vehicle, nursery nursing, painting and decorating, sports sciences and woodworking. Mental Maths is the maths we do in our heads without the use of calcu lators and without writing down the calculation. Mental Maths strategies are the etricks,, we use to do Maths in our heads. There are different ways of finding the answer to any Mental Maths problem, and such strate gies are the focus of this series. Even though calculators and computers play an enormous role in the modern world, we still need to go back to the basics % we do need to know how to check that the sales assistant a t the counter is giving us the right change! Mental Maths has become mor e important than ever and new primary Maths syllabuses in Australia are reflecting this. For example, NSW has placed an emphasis on Mental Maths in its primary syllabus, and even the Year 10 School Certificate examin ation has a compulsory noncalculator section. Features of this b ook include:- 32 double-page units of Mentals are included % 8 units for each school term rach unit is divided into four sets (A,B,C and D) of 20 questions each rach numbered question covers particular Maths topics throughout the book: for example, Questio n 1 always covers addition, while Question 20 always covers geometry a special e'Help' section,, at the front of the book gives differ ent strategies and explanations to help students solve Mentals problems. These are also numbered so they link to the question numbers in each Me ntals unit a eFun Spot,, unit, containing fun activities, and a eRevision,, unit are included at the end of each 8 units ext ra practice,, sections which reinforce particular strategies appear in t he lower part of each page answers to all questions are in a li ft-out section in the centre of the book Mastering Basic Skills(R) Second Grade includes comprehensive content essential to second graders. Topics include reading comprehension, phonics , language arts, grammar, writing, time and money, and math. The Mastering Basic Skills(R) series includes grade-specific math and language arts activities as well as reading lists, skills
checklists, awards, and mini books. The comprehensive content and extra features increase the value of this series making it an appealing choice to parents looking for extra at-home practice for their child. Excel Basic Skills: Times Tables 1 provides a solid and comp rehensive approach for your child to learn their times tables. Multiplic ation is one of the basic skills in Mathematics that all children need t o know. In this book your child will find: A new and comprehensive approach to learning tables A wide variety of ac tivities An emphasis on oral counting, language and patterns Carefully sequenced units A lift-out answer section Upon completing this book, your child will have mastered the x 1, x 2, x 3, x 4, x 5 and x 10 tables. Year 5 Ages 10-11 years old. In Excel Basic Ski lls: English and Mathematics Year 5 your child will find: t hirty carefully graded double-page units. Each unit has work on numbers, measurement and shape inMaths and comprehension, grammar, punctuation, spelling and vocabulary in English. a wide variety of interesti ng exercises four term reviews to test work covered each term marking grids to identify strengths and weaknesses a li ft-out answer section This book aims to build basic skills in reading, comprehension and maths. It supports schoolwork by having s tudents practise key basic skills on a regular basis. This allows your c hild to learn new concepts while revising program work. Everything for Early Learning for kindergarten provides activities to help children learn these essential concepts: -numbers -addition -subtraction -letters -sounds -reading and writing readiness This math and language arts workbook supports current state standards. Everything for Early Learning provides children with the tools they need to think critically, solve problems, and succeed in school. This workbook for kindergarten guides children through a variety of colorful, engaging activities. Each activity supports early learning standards for math, language arts, and basic skills. An exceptional addition to at-home kindergarten curriculum, Everything for Early Learning covers these foundational skills and concepts: -numbers and counting -addition and subtraction -letters and sounds -reading readiness -writing readiness The Everything for Early Learning series offers creative math and language arts activities that promote a fun approach to learning. With Everything for Early Learning, children start their educational journey equipped with skills for success! This is the second stage in a Basic Skills Certification
Initiative involving the Department of Education Training Agencies and BBC Continuing Education. It is intended to increase people's numeracy skills and ties in with a series of ten motivational TV programmes. The book is closely linked with the material covered in each programme and section headings match the programme titles. The text is accompanied by practical examples, with the answers provided This comprehensive program uses a trusted approach to develop the math skills and confidence of striving student. The program is configured to a traditional sequence of math skills. Reading Level: 3-4 Interest Level: 6-12 Thirty Three Ways to Help with Numeracy equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of numeracy. By providing a range of activities and games which engage children and encourage motivation in the classroom, the book provides ready-to-use exercises that don't need lengthy forward preparation. Any materials needed are readily available in the classroom or are provided here to photocopy. The activities are designed using a range of different learning styles to: build learners' confidence and self esteem develop reasoning and thinking about physical number situations encourage discussions explore numbers by doing The activities can be used with individual children, groups or the whole class. The introduction at the head of each activity describes precisely what it aims to teach the child, followed by clear, concise instructions on how to play each game. Teachers, SENCos and Teaching Assistants will welcome this helpful resource, which complements Thirty Three Ways to Help with Reading also available from Routledge. Everything for Early Learning for first grade provides activities to help children learn these essential concepts: -numbers -addition -subtraction -measurement -spelling -vocabulary -reading -writing This math and language arts workbook supports current state standards. Everything for Early Learning provides children with the tools they need to think critically, solve problems, and succeed in school. This workbook for first grade guides children through a variety of colorful, engaging activities. Each activity supports early learning standards for math, language arts, and basic skills. An exceptional addition to at-home first grade curriculum, Everything for Early Learning covers these foundational skills and concepts: -numbers and counting -addition and subtraction
-measurement -spelling and vocabulary -reading and writing The Everything for Early Learning series offers creative math and language arts activities that promote a fun approach to learning. With Everything for Early Learning, children start their educational journey equipped with skills for success! These student-friendly A4 workbooks provide fill-in self-assessment records to caccompany the popular Maths: the Basic Skills Worksheet Packs written for the Adult Numeracy Curriculum (Entry Levels 1&2) The Measure, Shape and Space Worksheet Pack covers the Curriculum area of Measure, Shape and Space for Entry level 1 and 2. The Worksheets feature self contained activities providing explanation, examples and activities on each topic area, without the need for supplementary resources Exercises progress from simple numerical questions gradually increasing in difficulty to incorporate numbers into language. Suggestions for alternative methods of learning are provided for students who are struggling to comprehend a particular topic. Designed by experts in education, this comprehensive best-selling workbook features vivid and full-color illustrations to guide first grade children step-by-step through a variety of engaging and developmentally appropriate activities. Topics and activities include phonics, reading, reading comprehension, language arts, writing, and math. Answer keys included. 544 pp. --Easy-to-understand examples and directions --*High-interest topics --*Fun, motivating activities --*Review lessons to measure progress --*Expanded teaching suggestions Excel Maths: Addition and Subtraction for Year 3 and Year 4 is designed to help make students feel confident in the basic processes of addition and subtractions of whole numbers. It will help to satisfy t he needs of slower learners, and provide enrichment opportunity for quic ker learners. Mathematics is a highly important subject in our sc hool syllabus. It is the study of numbers - which surround us everywhere in our lives. Computers and calculators have become the order of the da y and are quite handy, but the human mind still controls it all. Whateve r we put into the mind during the child's formative years is extremely i mportant, and most significant for the years to come. In this boo k your child will find: eight selfcontained, carefully gra ded units hundreds of practice exercises quick questio ns and revision pages to stay in touch with previous work diagn ostic and mastery tests to measure students' knowledge a lift o ut answer section
Comprehensive Curriculum of Basic Skills for kindergarten covers basic concepts such as colors, shapes, letters, numbers, counting, time, and money. Complete with practice in writing, reading, and math, this series helps develop the skills your child needs for gradelevel success. --With over 10 million copies in print, the Comprehensive Curriculum of Basic Skills series provides an entire curriculum filled with fun, educational activities and instruction that improve academic performance. --Available for grades prekindergarten to 6, Comprehensive Curriculum of Basic Skills features vivid, fullcolor illustrations and grade-appropriate activities for phonics, reading, language arts, writing, and math. This series edition has been updated with relevant, high-interest reading passages and artwork to engage your child in the learning process. An excellent resource for supporting classroom learning or enhancing your home school curriculum, it features review lessons to measure your childÕs progress, teaching suggestions to extend learning, and answer keys to monitor accuracy. --Comprehensive Curriculum of Basic Skills is the all-in-one resource for strengthening essential skills. Mastering Basic Skills(R) Kindergarten includes basic skills and concepts essential to kindergarteners. Topics include sight word vocabulary, reading readiness, time and money, language arts and phonics, handwriting, and math. The Mastering Basic Skills(R) series includes grade-specific math and language arts activities as well as reading lists, skills checklists, awards, and mini books. The comprehensive content and extra features increase the value of this series making it an appealing choice to parents looking for extra at-home practice for their child. Teaches and reinforces basic early learning skills through entertaining, easy-to-follow, and rewarding activities. This fun workbook will help kids master counting, tracing, and simple math. They'll learn how to: write numbers 1-10; count and identify amounts; learn to draw seven shapes; recognize different colors while creating fun crafts. Suited for children in Year 1, aged 6-7, this book contains more than one hundred activities on number skills such as counting, sequencing, a dding, subtracting and grouping numbers. This range of interesting, grad ed questions will help Year 1 students become confident in working with numbers. This book follows the Year 1 Australian Curriculum Mathematics syllabus closely to provide all Year 1 students with a
solid mathematica l foundation. In this book your child will find: Eight carefully graded units A wide variety of interesting ex ercises Words associated with each topic examined to ensure und erstanding A revision page after each unit to reinforce the con cepts covered A lift-out answer section Excel Basic Skills: Multiplication and Division Year 5&ndash ;6 is designed to make students feel confident in the basic processes of multiplication and division of whole numbers. It will help to satisfy t he needs of slow learners, and provide enrichment opportunity for quicke r learners. Mathematics is a highly important subject in our scho ol syllabus. It is the study of numbers - which surround us everywhere i n our lives. Although computers and calculators have become the order of the day and are quite handy, the human mind controls it all. Whatever w e put into the mind during the initial stages and the formative years of the child is extremely important and most significant for the years to come. This book revises the core concepts involved in division an d multiplication, and then applies these skills to larger numbers. On co mpletion of this book, students should be confident in short and long di vision and multiplication, place value trading, square numbers and order of operations. The important features of this book are: eight self-contained, carefully graded units hundreds of p ractice exercises quick questions and revision pages to stay in touch with previous work diagnostic and mastery tests to measu re student's knowledge a lift-out answer section NEW LOOK AND NEW ADDED CONTENT! YOUR CHILDS FAVORITE LEARNING TOOLS UPGRADED. Your childs favourite workbooks just got upgraded -- with new content and a new look! We took our Kumon Basic Skills Series and revised the content and covers after over 15 years of producing bestselling early learning materials. All of the revised Basic Skills workbooks will feature new activities, full-colour images, and the same trusted Kumon learning method. Kumon Basic Skills workbooks ensure that children master pencil control skills with ease, so that they learn to love learning independently. Everything in our Basic Skills workbooks -- from the sturdy paper to the engaging content -- is designed with the best interests of your child in mind. Excel Basic Skills: Working With Numbers Year 2 contains ove r 100 activities on number skills such as sequencing, adding, trading, s ubtracting, multiplying, dividing and working with fractions. The range of interesting, graded
questions will help Year2 students become confide nt in working with numbers. In this book you will find: sixteen carefully graded units a wide variety of interestin g exercises words associated with each topic highlighted to ens ure understanding two review tests to assess your child,,s prog ress a lift-out answer section This book has been written to develop basic skills in number work for children in their th ird year of school (Year 2 in NSW). It is assumed that writing and readi ng skills have been developing over the last two years. Children should have worked with numbers 1-99 and been introduced to elementary addition and subtraction. Contents: recognising numerals 0 t o 99 sequencing numbers 0 to 99 introducing the number 100 recognising numerals 0 to 999 sequencing numbers 0 to 999 introducing fractions adding to 10 a dding to 20 adding to 100 (no trading) adding with tra ding review beginning subtraction subtracting to 20 introducing ultiplication nultiplying by 2 introducing division by sharing introducing division by gr ouping review Expand your kids' knowledge in numbers! This book is meant for kids to learn the numbers and practice them. But no matter what stage they are, this book will help them further their knowledge. Your child will
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develop the motor control for writing numbers well while also learning to recognize each number. Why This Amazing Book Is Special: Large 8.5 x 11 inches size Lots of space for free practice Lovely designs A fun way to learn the numbers Improve brain-learning and basic skills This workbook contains over 70 tasks to help build number sense. It includes important basic math skills like: * Writing Numbers * Number Lines * Addition * Subtraction * Fact Families * Dice Math (Math with Counters) * Beginning Multiplication & Division terrabook.com | <urn:uuid:d483eff8-2e7c-414a-9ff1-2e14e6ad9739> | CC-MAIN-2023-06 | https://terrabook.com/cgi/gsap?e=D5Y1Z7&FileName=Kindergarten_Basic_Skills_Numbers_Counting | 2023-02-02T09:55:05+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499967.46/warc/CC-MAIN-20230202070522-20230202100522-00080.warc.gz | 592,407,881 | 6,260 | eng_Latn | eng_Latn | 0.995604 | eng_Latn | 0.998 | [
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Methane Bubbles
Flammability of Gases
Introduction
SCIENTIFIC
This demonstration will excite and create interest in equation writing, stoichiometry, and will illuminate lighter than air gases.
Concepts
* Combustion
* Stoichiometry
Materials
Dishwashing liquid, Joy ® or Dawn ® , 120 mL
Matches
Glycerin, 60 mL
Meter stick
Water, distilled or deionized, 800 mL
Methane gas source
Bottle with cap, 1-L
Tape
Candle, 59 5 1¼9
Trough
Filter funnel, 75-mm
Tubing, rubber, 10–20 feet
Safety Precautions
Do not light methane bubbles larger than 4–5 inches in diameter. Only light bubbles when they are well above your head. Do not light bubbles near any heat or smoke detectors. Have someone by the gas source ready to shut off the gas supply if problems occur. Wear chemical splash goggles, chemical-resistant gloves, and a chemical-resistant apron. Please consult current Material Safety Data Sheets for additional safety, handling, and disposal information.
Preparation
To prepare bubble solution:
Mix 120 mL of Joy or Dawn dishwashing detergent, 80 mL of glycerin, and 800 mL of distilled or deionized water in a 1-L bottle. Let the mixture stand for a least 24 hours before use.
Procedure
1. Connect the funnel to the gas source with the rubber tubing. Pour the bubble solution into the trough.
2. Select a volunteer. Tape the candle to the meter stick and then light the candle.
3. Turn on the gas and adjust the flow so that when the funnel is dipped into the bubble solution, foaming does not occur.
4. Dip the funnel into the bubble solution. Hold the funnel up and allow a bubble to form.
5. Turn the funnel to one side, shake it, and allow the bubble to dislodge and float upwards.
6. When the bubble is safely above you (at least three feet), have the volunteer touch the candle flame to the bubble and observe the large flame.
© 2016 Flinn Scientific, Inc. All Rights Reserved.
061616
1
Tip
Practice the flow rate before attempting this demo. If the gas flow is slightly higher than ideal, most of the bubbles will burst before they release. If the gas in the funnel inadvertently ignites, dip the funnel back into the solution to extinguish the flame and turn off the gas.
Disposal
Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures, and review all federal, state and local regulations that may apply, before proceeding. The soap solution may be poured back into the bottle and stored indefinitely.
Discussion
The bubbles rise because natural gas or methane, CH 4 , is lighter than air. The balanced equation for the combustion of methane in air is:
Complete combustion of all hydrocarbons produces the same products: carbon dioxide and water.
Connecting to the National Standards
This laboratory activity relates to the following National Science Education Standards (1996):
Unifying Concepts and Processes: Grades K–12
Systems, order, and organization
Evidence, models, and explanation
Content Standards: Grades 9–12
Content Standard B: Physical Science, properties and changes of properties in matter
Content Standards: Grades 9–12
Content Standard B: Physical Science, structure and properties of matter, chemical reactions
Flinn Scientific—Teaching Chemistry ™ eLearning Video Series
A video of the Methane Bubbles activity, presented by Lee Marek, is available in Flammability of Gases, part of the Flinn Scientific—Teaching Chemistry eLearning Video Series.
Materials for Methane Bubbles are available from Flinn Scientific, Inc.
Consult your Flinn Scientific Catalog/Reference Manual for current prices.
© 2016 Flinn Scientific, Inc. All Rights Reserved.
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tasks
Netherhall History Curriculum
Year group: 12 Britain OCR – Britain 1930-1997
Content
Assessment
As well as more formal written pieces, assessment can include:
* • • • • •
Common misconceptions
Will be added to after standardisation and moderation meetings
| Term 1 | | Term 2 | | |
|---|---|---|---|---|
| Section 1: Churchill’s view of event 1929-34: Why Churchill was out of office 1929-39; his attitude to the Abdication Crisis; his views about Empire and India and clashes with his own party; attitude towards Germany after 1933; his views about rearmament and appeasement; why Churchill became Prime Minister. Section 2: Churchill as wartime Prime Minister: Why Churchill became Prime Minister; stance in 1940 and style of leadership; relations with his generals and his impact on strategic decisions in the Mediterranean; bombing of Germany and the loss of the war in Europe 1944-45; plans for reconstruction and loss of the 1945 election. | Section 3: Churchill and international diplomacy 1939-51: Churchill’s views on Britain’s world and imperial role; relations with other wartime leaders (Roosevelt, Stalin and de Gaulle); contribution to international conferences; plans for post-war Europe; Iron Curtain speech; attitude to Empire and Europe after 1945. Section 4: Conservative domination 1951-64: Reasons for the Conservative victory 1951; social changes, immigration, unrest, social mobility and tensions, education; living standards, housing, prosperity and unemployment; Conservative economic policies, Butskellism, industrial growth and stagflation; Conservative leadership of Churchill, Eden, Macmillan and Home; scandals including the Vassall affair, Philby, Argyll and Profumo; reasons for Conservative decline; Labour leadership, divisions and electoral failures of the Labour Party. | Section 5: Labour and Conservative government’s 1964-79: Labour victory 1964, Wilson as leader 1964-70; economic problems and policies; relations with the Trade Unions; Labour Party divisions; 1970 election, Heath as party leader and Prime Minister; aims and policies of Heath’s Government; industrial relations, miner’s strike; Wilson and Callaghan 1974-79, problems and policies 1974-1979. | Section 6: Thatcher and the end of consensus 1979-1997: Election victories; Thatcher and her ministers; reasons for support and opposition; economic policies including monetarism, free-market, supply-side economics and privatisation; social policies and unrest; unemployment and the Trade Unions; the Miners’ strike; fall of Thatcher and replacement with Major; Conservative divisions under Major and electoral defeat in 1997. | Section 7: Britain’s position in the world 1951-1997: Relations with and policies towards the USA and the USSR; Britain’s influence at the UN; role in Europe; nuclear policy; response to crises: Korean War, Suez, the Falklands War, First Gulf War; decolonisation and changing attitudes to the Commonwealth. |
| 1: Why Churchill became PM in May 1940. 10-mark source work question. 2: Why Churchill lost the 1945 election. 10-mark source work question. | 1: “Using these four sources in their historical context, assess how far they support the view that Churchill was appointed PM in 1940 because it was thought he was the best man for the job”. 30-mark source work question. 2: “The strength of Conservative leadership was the most important reason for their domination from 1951-64”. How far do you agree? 20-mark essay question. | “Labour governments had more successes than failures in domestic affairs in the years 1964-1979”. Assess the validity of this view. 20- mark essay. | “To what extent was there a Thatcher Revolution between 1979-1990?”. 20-mark essay. | “Foreign policy in the years 1951- 1997 proved Britain was in permanent decline as a world power”. Assess the validity of this view. 20-mark essay. |
cover all previous exam questions from
Homework
Tier 3 vocabulary
Tier 2 vocabulary
*
*
*
*
*
*
| • Abdication Crisis. • Empire. • Rearmament. • Appeasement. • Pronouncements. • Signatory. • Prime Minister. • Long Parliament. • Mediterranean. • Suez. • Balkans. • Blitz. • European reconstruction. • Welfare State. • Beveridge. | • ‘Free French’ • Communism • Grand Alliance • Second Front • ‘Iron Curtain’ • Imperial power • Self-governing dominions • Atlantic Charter • Arsenal of democracy • Lend-Lease Act • Congress • Operation Overlord • Free-elections and democracy • The ‘New World’ • The ‘Old World’ • Liberal voters • First past the post system • Marginal seats • Staple industries • Austerity • Labour-saving white goods • Consumer boom • State of prosperity, • ‘Butskellism’ • ‘Stop-Go’ economics • Inflation • Interest rates • Consumer credit • Robbins Report • Affluence • ‘Night of the Long Knives’ • Socialism • Clause IV. | • European Economic Community • Industrial Relation Act • Nationalisation • Common Market • Balance of payments • ‘In Place of Strife’ • Devaluation • Selsdon Man • Keynesianism • Market forces • Wage bargaining • U-turn • Referendum • ‘Winter of Discontent’ | • Conviction politics • Free market ideas • Ending consensus • Militant tendency • Monetarism • Recession • Disputed sovereignty • Exclusion zone • Marxist revolutionary • Deregulation • Decentralisation • Privatisation • Popular capitalism • Poll Tax • Yuppy | • Boycotting • Communists • United Nations • Security Council • Cold War • East of Suez • Espionage • Liberalisation • Apartheid • Marshall Aid • ECSC • Nuclear deterrent • UN Charter • Commonwealth |
|---|---|---|---|---|
| Significance Evaluation Explain Describe Provenance Content Factor Importance Source Account Government Political Social Economic Religious Citizen | Significance Evaluation Explain Describe Provenance Content Factor Importance Source Account Government Political Social Economic Religious Citizen | Significance Evaluation Explain Describe Provenance Content Factor Importance Source Account Government Political Social Economic Religious Citizen | Significance Evaluation Explain Describe Provenance Content Factor Importance Source Account Government Political Social Economic Religious Citizen | Significance Evaluation Explain Describe Provenance Content Factor Importance Source Account Government Political Social Economic Religious Citizen |
Career links (Unifrog)
Employability skills
tasks
Netherhall History Curriculum
Year group: 12 Germany OCR – Democracy and Dictatorships in Germany 1919-1963
Content
Assessment
As well as more formal written pieces, assessment can include:
* • • • • •
Common misconceptions
Will be added to after standardisation and moderation meetings
Homework
Key words/Never Heard the Word
Tier 3 vocabulary
| Term 1 | | Term 2 | | |
|---|---|---|---|---|
| • Introduction to the course • Consequences of WW1 • Impact of the Treaty of Versailles • Weimar constitution • Revolts and Uprisings • Invasion of Ruhr and hyperinflation • The stability of the Weimar Republic - Stresemann | • Impact of the Great Depression • Failure of the Weimar Republic • Rise and appeal of Hitler • Papen Schleicher • Reichstag Fire and Enabling Act • Creation of one-party state • Night of the Long Knives and Death of Hindenburg • System of government and administration • Propaganda and machinery of terror • Opposition | • Religious policy • Economic policy • Military policy • How successful was Nazi policy? • Women • Youth • Racial policies • Did ordinary Germans benefit? | • Total war economy • Rationing and bombing • Opposition and resistance during war • Final Solution • German problems 1945 • Division of Germany • Truman Doctrine and Marshall Plan • Berlin Blockade | • 1949 • Economic miracle • How successful was Adenauer as chancellor? • Political stability • Social stability • Foreign Policy • Decline of Adenauer • 1953 Uprising |
| The problems facing the Weimar Republic in the years from 1919 to 1923 were never very serious. How far do you agree? (20) Which of the following had a larger impact on Germans? -Signing of the Treaty of Versailles –Hyperinflation Crisis | The most important reason for the growth in support for the Nazi Party was their propaganda. How far do you agree? (20) | To what extent did Hitler’s economic policies prepare Germany for war? How popular were Nazi policies towards the Jews in the period from 1933 to the outbreak of WW2? | Which of the following were more important reasons for the division of Germany in 1949? – Currency Reform – Berlin Blockade To what extent were Soviet actions to blame for the division of Germany by 1949? | The Communist Party was able to transform East German society in the period from 1949 to 1963. How far do you agree? Which of the following were the more important reason for the decline in support for Adenauer in the period after 1959? – Building of Berlin Wall – Spiegel affair |
| • The various different uprisings and the difference between political parties and their ideologies. E.g: Centre Party, Communist Party. • Difference between Dawes Plan and Young Plan and the differing areas of economic and international help. | • Backstairs Intrigue – the idea behind Hitler becoming Chancellor • The system of government and administration under Hitler – how did it differ from the Weimar government? | • Notion of cumulative radicalisation in terms of the persecution of Jews. Why did the policies escalate quickly? • Religious policy – difference between Catholic and Protestant and the role of the Pope. | • Difference between Federal Government and the DDR. • Fundamentalism vs Intentionalism – who was to blame for the Holocaust? | • Notion of ‘reapproachment’ and the different constitutions between the FG and the DDR. • Concepts such as ‘economic liberalism’ |
| • Producing revision notes • Extended readings • Planning essay questions • Assessments | • Producing revision notes • Extended readings • Planning essay questions • Assessments | • Producing revision notes • Extended readings • Planning essay questions • Assessments | • Producing revision notes • Extended readings • Planning essay questions • Assessments | • Producing revision notes • Extended readings • Planning essay questions • Assessments |
| • Communism • Socialism • Nationalism • Freikorps • Weltpolitik • Autocratic • Plebiscite • Universal Franchise • Putsch • Reapproachment | • Sturmabteilung • Gestapo • Reich Chancellery • Gauleiters • Gleichschaltung • Genocide • Fuhrerprinzip • Volksgemeinschaft • Schutzstaffel • New Order | • Asocials • Swing Youth • Edelweiss Pirates • Swastika • Deficit Financing • Total War • Skoda works • Sudetenland • Anschluss • Blitzkrieg | • Genocide • Final Solution • Euthanasia • Ghettos • Einsatzgruppen • Functionalists • Intentionalists • Cold War • Iron Curtain • Containment | • Democratic Centralism • NATO • Nationalise • Politburo • Bezirke • Economic Liberalism • Welfare State • Bourgeois • Hallstein Doctrine • Collectivisation |
Assess the reasons why the Berlin Wall
Difference between the Stasi and the
Who was in support of building the
Tier 2 vocabulary
Career links (Unifrog)
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Every year a few billion of the Earth's human population unnecessarily kill 70 billion land animals and trillions of fishes for food. Every individual one of them is a sentient life, who, like humans, seeks to avoid pain and continue living.
Using their bodies as food consumes vast amounts of resources including deforested land, water, fossil fuels and food. Meanwhile, one billion humans are hungry and millions of children die of starvation annually.
up animal flesh while 36% were willing to give up dairy products. Doctors prescribing a plant diet for the prevention and treatment of diabetes found that it was remarkably well accepted by patients (Trapp & Levin, 2012). The number of vegans in the UK has risen by 360% in the last decade; most of them informed city dwellers between the ages of 15 to 34, motivated by ethical reasons.
Sandra Higgins BSc (Hons) Psych, MSc Couns Psych, MBPsS Psychologist Director, Eden Farmed Animal Sanctuary, Ireland & Go Vegan World
In 2006 the UN published Livestock's Long Shadow documenting how animal agriculture contributes more GHG emissions than the whole of the transport sector. Since then several reports have supported this fact. They may disagree on statistics but all concur on the significant contribution of animal agriculture to GHG emissions and climate change. Most of the information in the public sphere focuses on CO2 but animal agriculture is responsible for significant emissions of two potentially more harmful GHGs: methane and nitrous oxide.
This is not news to readers of a publication on climate change. But it doesn't reach the public in any meaningful way. A sufficient percentage of the population care enough to change their lifestyles so that they do not inflict unnecessary pain on others or leave in their wake a planet that cannot sustain their children and the rest of life. They are the people who cycle to work; buy locally produced food, who rarely, if ever, take a flight, who turn off taps, lights and the thermostat on their heating system.
It doesn't have to be this way. Human health does not require the consumption of animal foods; in fact, an increasing body of research supports the health benefits of a 100% plant diet, and documents the damaging effects of animal foods. If the human world went vegan and consumed a diet composed of 100% plants, we could cut food related emissions by 70%; this figure is higher than and more easily achieved than any other lifestyle change.
It may not be feasible for people to change how they heat their houses; or to avoid fossil fuel in order to travel to and from work. Changing to renewable energy takes time and money. But everyone can change how they eat. Today. At no cost.
The public is capable and willing to change how they live. 62% of people surveyed in the UK indicated that they were willing to give
Veganism needs to be firmly on the climate change agenda. People deserve to know the truth. It is as much a human right as it is an animal right.
The use of other animals is an issue that affects every life on earth from the micro level of individuals to the macro level of species existence. The public have a right to be made aware of the issue in an honest, unequivocal and uncompromising way. We no longer ask for less smoking; all Government warnings and health professionals call for complete cessation. To call for less animal foods when all of them contribute to climate change gives a confusing public message.
For more information and help on going vegan please see www.goveganworld.com where you can download a free vegan kit.
References
Cowspiracy: The Sustainability Secret, Kip Anderson & Keegan Kuhn, http://www.cowspiracy.com/
Bailey, R, Froggatt, A and Wellesley, L (2014). Livestock – Climate Change's Forgotten Sector, Global Public Opinion on Meat and Dairy Consumption Energy, Environment and Resources.
Department for Environment, Food & Rural Affairs. 2011. Attitudes and Behaviours around Sustainable Food Purchasing. Defra, London, UK. Oppenlander, R (2013) Food Choice and Sustainability: Why Buying Local, Eating Less Meat, and Taking Baby Steps Won't Work Langdon St Press: US. Speranza, A and Marquès-Brocksopp L (2015) Grow Green: Tackling Climate Change Through Plant Protein Agriculture. The Vegan Society, UK. Springmann, M, Godfray, C, Rayner, M and Scarborough, P (2016) Analysis and valuation of the health and climate change cobenefits of dietary change. Supporting Information, PNAS vol. 113 no. 15, 4146-4151. Steinfeld H, Gerber P, Wassenaar T, Castel V, Rosales M, de Haan C: Livestock's Long Shadow. The Livestock, Environment and Development Initiative (LEAD). Rome: FAO; 2006.
Trapp, C and Levin, S (2012) Preparing to Prescribe Plant-Based Diets for Diabetes Prevention and Treatment, Diabetes Spectrum, February 2012 vol. 25 no. 1 38-44.
CFI
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A River of Recipes: Native American Recipes Using Commodity Foods
DEFENSE EQUAL OPPORTUNITY MANAGEMENT INSTITUTE DIRECTORATE OF RESEARCH
Directed by Dr. Daniel P. McDonald, Director of Research October 2010
A River of Recipes: Native American Recipes Using Commodity Foods
The following document contains traditional Native American recipes from tribes across North America. These recipes have been reviewed by the USDA Food Distribution Program on Indian Reservations and contain nutrition information. Some of these recipes may have been altered to support a healthier lifestyle (i.e., lowered sodium, lowered fat) while staying true to the original recipe and ingredients.
Given the annual National American Indian Heritage Month celebrated across the Department of Defense and the United States, A River of Recipes may serve as a wonderful tool in creating an interactive learning environment. These recipes can be used to bring together individuals over a meal where each can learn about the Native American culture – and taste it too! A River of Recipes allows individuals to actively participate in the annual theme.
The following collection contains almost 90 recipes of beverages, breads and grains, main dishes, side dishes and desserts. Cooking tips and nutrition information are included within each recipe. We hope you find this compilation as fun and useful as we did. Enjoy!
On behalf of the Defense Equal Opportunity Management Institute,
Rebecca Marcum and Stephanie Turner
Disclaimer: A River of Recipes is not the property of the Defense Equal Opportunity Management Institute and was not written by its staff. For more information regarding the recipes, please contact the Food Distribution Division, Food and Nutrition Service, USDA.
A River of Recipes
Native American Recipes Using Commodity Foods
USDA Food Distribution Program on Indian Reservations
(Revision Date: August 2008)
TABLE OF CONTENTS
INTRODUCTION
A River of Recipes is a collection of Native American Recipes from tribes across North America. Some of the recipes provide new and different ways to prepare USDA commodities, in addition to traditional recipes. Traditional recipes include bison recipes, blue corn recipes, and traditional breads. Most of these recipes make use of USDA's commodities that are provided to recipients who participate in the Food Distribution Program on Indian Reservations. These items will be designated in Italic print for your convenience.
Some of the original recipes have been altered to help lower the fat and sodium found in the recipes. For your convenience, you will find detailed nutrition information below each recipe. The nutrition information may be used to help you make wise food choices to meet your dietary needs. To find suggestions that can help you get started toward a healthy diet, please visit USDA's MyPyramid food guidance system at http://www.mypyramid.gov and Eat Smart. Play Hard.™ Healthy Lifestyle website http://www.fns.usda.gov/eatsmartplayhardhealthylifestyle/.
These recipes have been collected for your convenience. Please note they have not been tested or standardized by USDA. If you reproduce any of them for your own use, please be sure to include the phrase "This recipe has not been tested or standardized by USDA."
If you have an unusual or creative recipe not already listed here, a comment regarding a specific recipe, or a question about commodities, please contact us at: email@example.com.
Additional resources for commodities can be found on the homepage for the Food Distribution Division website at: http://www.fns.usda.gov/fdd. There you can also find links to other USDA nutrition assistance programs.
We hope you enjoy these recipes and would like to extend a hearty "THANK YOU!" to everyone who contributed to this cookbook.
Food Distribution Division Food and Nutrition Service USDA
Finding Your Way to a Healthier You: Based on the Dietary Guidelines for Americans
Feel better today. Stay healthy for tomorrow.
Here's how: The food and physical activity choices you make every day affect your health—how you feel today, tomorrow, and in the future. The science-based advice of the Dietary Guidelines for Americans, 2005 in this booklet highlights how to:
* Make smart choices from every food group.
* Find your balance between food and physical activity.
* Get the most nutrition out of your calories.
You may be eating plenty of food, but not eating the right foods that give your body the nutrients you need to be healthy. You may not be getting enough physical activity to stay fit and burn those extra calories. This booklet is a starting point for finding your way to a healthier you.
Eating right and being physically active aren't just a "diet" or a "program"—they are keys to a healthy lifestyle. With healthful habits, you may reduce your risk of many chronic diseases such as heart disease, diabetes, osteoporosis, and certain cancers, and increase your chances for a longer life.
The sooner you start, the better for you, your family, and your future. Find more specific information at www.health.gov/dietaryguidelines.
Make smart choices from every food group.
The best way to give your body the balanced nutrition it needs is by eating a variety of nutrientpacked foods every day. Just be sure to stay within your daily calorie needs.
A healthy eating plan is one that:
* Emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products.
* Includes lean meats, poultry, fish, beans, eggs, and nuts.
* Is low in saturated fats, trans fats, cholesterol, salt (sodium), and added sugars.
DON'T GIVE IN WHEN YOU EAT OUT AND ARE ON THE GO
It's important to make smart food choices and watch portion sizes wherever you are—at the grocery store, at work, in your favorite restaurant, or running errands. Try these tips:
* At the store, plan ahead by buying a variety of nutrient-rich foods for meals and snacks throughout the week.
* When grabbing lunch, have a sandwich on whole- grain bread and choose low-fat/fat-free milk, water, or other drinks without added sugars.
* In a restaurant, opt for steamed, grilled, or broiled dishes instead of those that are fried or sautéed.
* On a long commute or shopping trip, pack some fresh fruit, cut-up vegetables, string cheese sticks, or a handful of unsalted nuts—to help you avoid impulsive, less healthful snack choices.
Mix up your choices within each food group.
* Focus on fruits. Eat a variety of fruits—whether fresh, frozen, canned, or dried—rather than fruit juice for most of your fruit choices. For a 2,000-calorie diet, you will need 2 cups of fruit each day (for example, 1 small banana, 1 large orange, and 1/4 cup of dried apricots or peaches).
* Vary your veggies. Eat more dark green veggies, such as broccoli, kale, and other dark leafy greens; orange veggies, such as carrots, sweetpotatoes, pumpkin, and winter squash; and beans and peas, such as pinto beans, kidney beans, black beans, garbanzo beans, split peas, and lentils.
* Get your calcium-rich foods. Get 3 cups of low-fat or fat-free milk—or an equivalent amount of low-fat yogurt and/or low-fat cheese (1½ ounces of cheese equals 1 cup of milk)— every day. For kids aged 2 to 8, it's 2 cups of milk. If you don't or can't consume milk, choose lactose-free milk products and/or calcium-fortified foods and beverages.
* Make half your grains whole. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice, or pasta every day. One ounce is about 1 slice of bread, 1 cup of breakfast cereal, or ½ cup of cooked rice or pasta. Look to see that grains such as wheat, rice, oats, or corn are referred to as "whole" in the list of ingredients.
* Go lean with protein. Choose lean meats and poultry. Bake it, broil it, or grill it. And vary your protein choices—with more fish, beans, peas, nuts, and seeds.
Know the limits on fats, salt, and sugars. Read the Nutrition Facts label on foods. Look for foods low in saturated fats and trans fats. Choose and prepare foods and beverages with little salt (sodium) and/or added sugars (caloric sweeteners).
Find your balance between food and physical activity.
Becoming a healthier you isn't just about eating healthy—it's also about physical activity. Regular physical activity is important for your overall health and fitness. It also helps you control body weight by balancing the calories you take in as food with the calories you expend each day.
* Be physically active for at least 30 minutes most days of the week.
* Increasing the intensity or the amount of time that you are physically active can have even greater health benefits and may be needed to control body weight. About 60 minutes a day may be needed to prevent weight gain.
* Children and teenagers should be physically active for 60 minutes every day, or most every day.
CONSIDER THIS: If you eat 100 more food calories a day than you burn, you'll gain about 1 pound in a month. That's about 10 pounds in a year. The bottom line is that to lose weight, it's important to reduce calories and increase physical activity.
Get the most nutrition out of your calories.
There is a right number of calories for you to eat each day. This number depends on your age, activity level, and whether you're trying to gain, maintain, or lose weight. * You could use up the entire amount on a few high-calorie items, but chances are you won't get the full range of vitamins and nutrients your body needs to be healthy.
Choose the most nutritionally rich foods you can from each food group each day—those packed with vitamins, minerals, fiber, and other nutrients but lower in calories. Pick foods like fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products more often.
*2,000 calories is the value used as a general reference on the food label. But you can calculate your number at www.health.gov/dietaryguidelines.
NUTRITION: To know the facts…
Most packaged foods have a Nutrition Facts label. For a healthier you, use this tool to make smart food choices quickly and easily. Try these tips:
* Keep these low: saturated fats, trans fats, cholesterol, and sodium.
* Get enough of these: potassium, fiber, vitamins A and C, calcium, and iron.
* Use the % Daily Value (DV) column when possible: 5% DV or less is low, 20% DV or more is high.
Check servings and calories. Look at the serving size and how many servings you are actually consuming. If you double the servings you eat, you double the calories and nutrients, including the % DVs.
Make your calories count. Look at the calories on the label and compare them with what nutrients you are also getting to decide whether the food is worth eating. When one serving of a single food item has over 400 calories per serving, it is high in calories.
Don't sugarcoat it. Since sugars contribute calories with few, if any, nutrients, look for foods and beverages low in added sugars. Read the ingredient list and make sure that added sugars are not one of the first few ingredients. Some names for added sugars (caloric sweeteners) include sucrose, glucose, high fructose corn syrup, corn syrup, maple syrup, and fructose.
Know your fats. Look for foods low in saturated fats, trans fats, and cholesterol to help reduce the risk of heart disease (5% DV or less is low, 20% DV or more is high). Most of the fats you eat should be polyunsaturated and monounsaturated fats. Keep total fat intake between 20% to 35% of calories.
Reduce sodium (salt), increase potassium. Research shows that eating less than 2,300 milligrams of sodium (about 1 tsp of salt) per day may reduce the risk of high blood pressure. Most of the sodium people eat comes from processed foods, not from the saltshaker. Also look for foods high in potassium, which counteracts some of sodium's effects on blood pressure.
Play it safe with food.
Know how to prepare, handle, and store food safely to keep you and your family safe:
* Clean hands, food-contact surfaces, fruits, and vegetables. To avoid spreading bacteria to other foods, meat and poultry should not be washed or rinsed.
* Separate raw, cooked, and ready-to-eat foods while shopping, preparing, or storing.
* Cook meat, poultry, and fish to safe internal temperatures to kill microorganisms.
* Chill perishable foods promptly and thaw foods properly.
About alcohol.
If you choose to drink alcohol, do so in moderation. Moderate drinking means up to 1 drink a day for women and up to 2 drinks for men. Twelve ounces of regular beer, 5 ounces of wine, or 1½ ounces of 80-proof distilled spirits count as a drink for purposes of explaining moderation. Remember that alcoholic beverages have calories but are low in nutritional value.
Generally, anything more than moderate drinking can be harmful to your health. And some people, or people in certain situations, shouldn't drink at all. If you have questions or concerns, talk to your doctor or healthcare provider.
These are the basic guidelines for eating a healthy diet and being physically active. For more information about the food groups and nutrition values, or to pick up some new ideas on physical activity, go to www.health.gov/dietaryguidelines.
This booklet, as well as Dietary Guidelines for Americans, 2005, 6th Edition, may be viewed and downloaded from the Internet at www.health.gov/dietaryguidelines.
To purchase printed copies of this booklet (Stock Number 001-000-04718-3), call the U.S. Government Printing Office toll-free at (866) 512-1800, or access the GPO Online Bookstore at http://bookstore.gpo.gov.
To purchase printed copies of the complete 80-page Dietary Guidelines for Americans, 2005 (Stock Number 001-000-04719-1), call the U.S. Government Printing Office at (866) 512-1800, or access the GPO Online Bookstore at http://bookstore.gpo.gov.
HHS Publication number: HHS-ODPHP-2005-01-DGA-B
USDA Publication number: Home and Garden Bulletin No. 232-CP
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at (202) 720-2600 (voice and TDD).
To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, DC 20250-9410, or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer.
STORAGE AND SERVING GUIDE
For additional information or questions about food safety of meat and poultry products, call the USDA Meat & Poultry Hotline at 1-888-MPHotline (1-888-674-6854) or send e-mail to firstname.lastname@example.org. For all other non-meat/poultry food products, notify FDA at 1-888SAFEFOOD (1-888-723-3366).
INGREDIENT SUBSTITUTIONS
| If you don’t have… | Use this instead… |
|---|---|
| Baking powder (1 teaspoon) | ¼ teaspoon baking soda + ½ teaspoon cream of tartar |
| Broth, beef or chicken (1 cup) | 1 bouillon cube dissolved in 1 cup boiling water or 1 teaspoon powdered broth base dissolved in 1 cup boiling water |
| Buttermilk (1 cup) | 1 cup plain lowfat yogurt; or 1 tablespoon vinegar or lemon juice + enough milk to make 1 cup; or 1 cup milk + 1¾ teaspoons cream of tartar |
| Cornstarch (1 tablespoon) | 2 tablespoons all purpose flour |
| Creamed soup (10 ounces) | 1 cup evaporated milk + 1 tablespoon cornstarch + 1 teaspoon chicken or beef bouillon granules or 1 envelope of flavored soup mix (Combine all ingredients and heat until thick and bubbly) |
| Egg (1 large, fresh) | 2 tablespoons dry egg mix + ¼ cup water |
| Fresh herbs (1 tablespoon) | 1 teaspoon dried herbs |
| Lemon juice (1 teaspoon) | ½ teaspoon white wine vinegar or cider vinegar |
| Light brown sugar (1 cup) | 1 cup granulated sugar + 1 tablespoon molasses + ½ teaspoon baking soda; or ½ cup dark brown sugar + ½ cup granulated sugar |
| Milk (1 cup) | ⅓ cup non-fat dry milk powder + 1 cup water; or ½ cup evaporated milk + ½ cup water |
| Milk, sweetened condensed (1 can or 1⅓ cup) | 1 can evaporated milk + 2 cups sugar (heat until dissolved and refrigerate) |
| Tomato sauce (1 cup) | ½ cup tomato paste + ½ cup water |
| Worcestershire sauce (1 teaspoon) | 1 teaspoon bottled steak sauce |
| Blue cornmeal (1 cup) | Yellow cornmeal (1 cup) |
BEVERAGES
Blue Corn Atole (Breakfast Drink)
Makes 1 serving
1/3 cup instant non-fat dry milk + 1 cup water (or 1 cup non-fat milk)
2 teaspoons sugar (or to taste)
4 teaspoons roasted blue or yellow cornmeal cinnamon and/or other spices can be added to taste
1. Add ingredients to milk; stir until combined.
2. Heat in a saucepan, continually stirring; serve steaming hot.
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 160 | Kcal | Cholesterol | <5 | mg | Sugar | 19 | g | Calcium | 308 | mg |
| Calories from fat | 10 | Kcal | Sodium | 130 | mg | Protein | 9 | g | Iron | 0 | mg |
| Total fat | 1 | g | Total Carbohydrate | 29 | g | Vitamin A | 6 | RE | | | |
| Saturated fat | 0 | g | Dietary Fiber | 1 | g | Vitamin C | 2 | mg | | | |
Recipe provided by http://www.cookingpost.com This recipe has not been tested or standardized by the USDA.
Café Mocha
Makes 2 servings
⅓ cup instant non-fat dry milk + 1 cup water (or 1 cup non-fat milk)
1 cup brewed coffee
4 tablespoons hot chocolate mix non-fat whipped topping (optional)
cinnamon (optional)
1. Heat milk in saucepan until warm; do not boil. Add coffee and hot chocolate mix. Stir well and heat to desired temperature.
2. Divide coffee mixture between two mugs. Top with non-fat whipped topping and cinnamon, if desired.
| Calories | 120 | Kcal | Cholesterol | 0 | mg | Sugar | 16 | g | Calcium | 180 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 20 | Kcal | Sodium | 140 | mg | Protein | 5 | g | Iron | 1 |
| Total fat | 2 | g | Total Carbohydrate | 18 | g | Vitamin A | 75 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 1 | g | Vitamin C | 1 | mg | | |
Recipe provided by Got Milk?
This recipe has not been tested or standardized by the USDA.
Cocoa Mix
Makes about 24 cups
8 cups instant non-fat dry milk
¼ teaspoon salt
1 cup sugar
1 cup unsweetened cocoa
1. Mix ingredients together thoroughly and store in airtight container.
2. To prepare, place 1/3 cup mix in a regular size coffee cup. Add hot water to fill cup; stir.
| Calories | 120 | Kcal | Cholesterol | 0 | mg | Sugar | 19 | g | Calcium | 290 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 150 | mg | Protein | 9 | g | Iron | 1 |
| Total fat | 0 | g | Total Carbohydrate | 22 | g | Vitamin A | 167 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | 1 | g | Vitamin C | 1 | mg | | |
Recipe provided by Nebraska Commodity Supplemental Food Program This recipe has not been tested or standardized by the USDA.
Orange Delight Juice
Makes 4 servings
1 cup orange juice
½ banana
1 cup apple juice
1 teaspoon honey
1 dash cinnamon
1 cup crushed ice
| Calories | 70 | Kcal | Cholesterol | 0 | mg | Sugar | 17 | g | Calcium | 11 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 5 | mg | Protein | 0 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 18 | g | Vitamin A | 6 | RE | | |
Recipe provided by Gwen Kjervestad, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Blend at high speed in blender until frothy.
Orange Geronimo
Makes 4 half-cup servings
1½ cups orange juice
4 – 6 ice cubes
1. Combine all ingredients in a blender or pint jar with lid.
¼ cup instant non-fat dry milk
2. Blend or shake well until foamy.
| Calories | 50 | Kcal | Cholesterol | 0 | mg | Sugar | 11 | g | Calcium | 60 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 25 | mg | Protein | 2 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 115 | g | Vitamin A | 45 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | <1g | g | Vitamin C | 30 | mg | | |
Recipe provided by Darlene Mostrom, Fond du Lac Reservation, Cloquet, MN This recipe has not been tested or standardized by the USDA.
Yogurt Whiz Juice
Makes 4 servings
1 cup plain non-fat yogurt
1 cup crushed ice
1 cup fresh strawberries
2 packets sugar substitute
| Calories | 45 | Kcal | Cholesterol | 0 | mg | Sugar | 6 | g | Calcium | 120 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 40 | mg | Protein | 4 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 7 | g | Vitamin A | 2 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | <1g | g | Vitamin C | 20 | mg | | |
Recipe provided by Gwen Kjervestad, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Combine ingredients in blender and serve immediately.
BREADS / GRAINS
Aggie's Rolls
Makes about 1 dozen rolls
½ cup warm water
2 tablespoons sugar
1¼ teaspoons yeast
2 tablespoons egg mix + ¼ cup water (or 1 egg)
1 tablespoonvegetable oil
2 cups all-purpose flour
½ teaspoon salt
1. Preheat oven to 350ºF.
2. Spray muffin pan with nonstick cooking spray.
3. Mix warm water, sugar, and yeast. Set aside until mixture is foamy.
4. In a medium bowl, combine egg, oil, and yeast mixture.
5. Stir in flour and salt until dough is not sticky and knead well.
6. Cover dough, and allow to rise at room temperature for 2 hours, or until doubled in size.
7. Shape dough into 12 rolls. Let rise again.
8. Bake at 350ºF for 25-30 minutes.
| Calories | 110 | Kcal | Cholesterol | 10 | mg | Sugar | 2 | g | Calcium | 6 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 20 | Kcal | Sodium | 80 | mg | Protein | 3 | g | Iron | 2 |
| Total fat | 2 | g | Total Carbohydrate | 20 | g | Vitamin A | 6 | RE | | |
Recipe provided by Agnes Rich Snyder, Nez Perce, Nezperce, ID
This recipe has not been tested or standardized by the USDA.
Applesauce Plum Bread
Makes 2 loaves
⅔ cup vegetable oil
½ cup egg mix + 1 cup water (or 4 eggs)
½ can plums, drained (15.5 ounce can)
½can applesauce(15.5 ounce can)
3 cups all-purpose flour
2 cups sugar
1 teaspoon salt
1 teaspoon ground cinnamon
1 teaspoon ground cloves
½ teaspoon baking powder
½ cup raisins
½ cup walnuts, chopped
1. Preheat oven to 375ºF.
2. Grease bottoms only of 2 loaf pans.
3. In a large bowl, beat oil, eggs, plums, and applesauce on low speed.
4. Gradually add flour, sugar, salt, cinnamon, cloves, and baking powder to applesauce mixture.
5. Beat all ingredients on low speed, scraping bowl constantly.
6. Gently stir in raisins and walnuts. Pour into pans.
7. Bake at 350ºF until wooden pick inserted in center comes out clean, 50 to 60 minutes.
8. Cool 10 minutes. Loosen sides of loaves from pans with knife; remove
from pans. Cool completely before slicing.
9. Wrap tightly and store at room temperature up to 4 days or refrigerate up to 10 days.
Note: Can be frozen.
| Calories | 170 | Kcal | Cholesterol | 30 | mg | Sugar | 16 | g | Calcium | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 170 | mg | Protein | 2 | g | Iron | 0 |
| Total fat | 6.5 | g | Total Carbohydrate | 26 | g | Vitamin A | 15 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | <1g | g | Vitamin C | 0 | mg | | |
Recipe provided by Valerie Apoundert, Nez Perce, Lapwai, ID This recipe has not been tested or standardized by the USDA.
Baking Mix
Makes 9 cups
4 cups all-purpose flour
4 cups whole wheat flour
1⅓ cups instant non-fat dry milk
¼ cup baking powder
1. Mix all ingredients together.
2. Keep in airtight container at room temperature.
3. Stir mix before using.
1 teaspoon salt
| Calories | 420 | Kcal | Cholesterol | 0 | mg | Sugar | 7 | g | Calcium | 150 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 15 | Kcal | Sodium | 630 | mg | Protein | 17 | g | Iron | 5 |
| Total fat | 1.5 | g | Total Carbohydrate | 87 | g | Vitamin A | 70 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 8 | g | Vitamin C | 0 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Biscuits
Makes 10 biscuits
2 cups baking mix (see page 15)
2 tablespoons vegetable oil
½ cup water
1. Preheat oven to 400ºF.
2. Stir all ingredients until blended.
3. Turn dough out onto floured board or tabletop.
4. Knead 15 to 20 times. Roll or pat to ¾" thickness.
5. Using a cutter or knife, divide dough into 10 equal parts.
6. Place on ungreased cookie sheet.
7. Bake 12-15 minutes at 400°F.
| Calories | 110 | Kcal | Cholesterol | 0 | mg | Sugar | 1 | g | Calcium | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 30 | Kcal | Sodium | 125 | mg | Protein | 3 | g | Iron | 0 |
| Total fat | 3 | g | Total Carbohydrate | 17 | g | Vitamin A | 15 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 2 | g | Vitamin C | 0 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Blue Corn Flapjacks
Makes 8 servings
2 eggs
½ cupinstant non-fat dry milk+ 1½ cups
water (or1½ cups non-fat milk)
1 tablespoonvegetable oil
¾ cupall-purpose flour
¾ cup roasted blue (or yellow) cornmeal
1½ teaspoons baking soda
2 tablespoons sugar
1 teaspoon salt
1. Mix all ingredients in a blender. Let stand for 5 minutes. Do not re-mix or stir. Pour serving sized amounts from blender to lightly oiled grill or pan.
2. Wait until bubbles form on top of flapjack, then flip.
3. Remove from grill when second side is cooked.
4. Top with applesauce, buttery spread, marmalade, or syrup.
| Calories | 120 | Kcal | Cholesterol | 0 | mg | Sugar | 5 | g | Calcium | 58 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 20 | Kcal | Sodium | 570 | mg | Protein | 4 | g | Iron | 0 |
| Total fat | 2 | g | Total Carbohydrate | 23 | g | Vitamin A | 1 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | 1 | g | Vitamin C | 0 | mg | | |
Modified recipe has been provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
Blue Corn Hot Cakes or Waffles
Makes 8 servings
1 cup blue cornmeal
1 tablespoon baking powder
1 teaspoon salt
1 teaspoon sugar
3 tablespoonsvegetable oil
2 eggs, beaten (use some of the milk)
1/3 cupinstant non-fat dry milk+ 1 cup
water(or1 cup non-fat milk)
1. Combine dry ingredients and stir. Add remaining ingredients and mix well
2. Drop desired amount onto lightly greased griddle, burning once as cakes brown.
NOTE: For waffles, follow recommendations of waffle iron maker.
| Calories | 140 | Kcal | Cholesterol | 55 | mg | Sugar | 2 | g | Calcium | 70.1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 470 | mg | Protein | 4 | g | Iron | 0.56 |
| Total fat | 7 | g | Total Carbohydrate | 16 | g | Vitamin A | 1.7 | RE | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
Blue Corn Muffins
Makes 12 servings
1½ cups all-purpose flour
1 cup roasted blue cornmeal
3 teaspoons baking powder
½ teaspoon salt
1 teaspoon sweetener
½ cup instant non-fat dry milk + 1½ cups water (or 1½ cups non-fat milk)
¼ cup egg mix + ½ cup water (or 2 eggs, well beaten)
1/3 cup vegetable oil
mg mg
| 170 | Kcal | Cholesterol | 30 | mg | Sugar | 2 | g | Calcium | 61 |
|---|---|---|---|---|---|---|---|---|---|
| 60 | Kcal | Sodium | 220 | mg | Protein | 5 | g | Iron | 1 |
| 7 | g | Total Carbohydrate | 23 | g | Vitamin A | 34 | RE | | |
| 1 | g | Dietary Fiber | 1 | g | Vitamin C | 0 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
1. Preheat oven to 400ºF.
2. Sift flour, cornmeal, baking powder, sugar, and salt together.
3. Add milk, oil, and eggs. Mix until smooth.
4. Fill paper muffin cups ¾ full. Bake for 20 to 25 minutes.
Blue Corn Pan Bread
Makes 12 servings
3 cups water
2 cups blue cornmeal (yellow may be used)
1 cup yellow cornmeal
¾ cup raisins
½ cup sprouted wheat*
1/3 cup brown sugar
1. Preheat oven to 300ºF. Line cake pan with foil.
2. Bring water to boil in a large pot. Add each ingredient, one at a time.
3. Stir well until mixture is smooth and pour into foil-lined cake pan. Cover with a piece of foil.
* To sprout wheat: Wash untreated wheat grains; drain but do not dry. Spread in a single layer in shallow pans and cover with damp cloths. Keep damp in a warm, dark place.
4. Bake for 2 hours. Bread is done when toothpick inserted in center comes out clean.
| Calories | 140 | Kcal | Cholesterol | 0 | mg | Sugar | 9 | g | Calcium | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 10 | Kcal | Sodium | 0 | mg | Protein | 3 | g | Iron | 0 |
| Total fat | 1 | g | Total Carbohydrate | 32 | g | Vitamin A | 0 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | 3 | g | Vitamin C | 0 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
Blue Corn Porridge
Makes 8 servings
3½ cups water
1 teaspoon salt
1¼ cups roasted blue (or yellow) cornmeal
1. Mix cornmeal and salt.
2. Bring water to boil. Introduce cornmeal to boiling water and mix well. Continue to beat slowly – stirring for about five minutes or until smooth and thick.
| Calories | 80 | Kcal | Cholesterol | 0 | mg | Sugar | 0 | g | Calcium | 2 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 5 | Kcal | Sodium | 290 | mg | Protein | 2 | g | Iron | 0 |
| Total fat | 0.5 | g | Total Carbohydrate | 17 | g | Vitamin A | 0 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | 2 | g | Vitamin C | 0 | mg | | |
Recipe provided by http://www.cookingpost.com This recipe has not been tested or standardized by the USDA.
Blue Corn Scones
Makes 8 servings
½ cup roasted blue (oryellow) cornmeal
1¾ cupall-purpose flour
1/3 teaspoon baking powder
¼ teaspoon salt
1 stick chilled butter
¼ cup light brown sugar
2 tablespoons egg mix + ¼ cup water (or 1 egg)
2 tablespoons + 2 teaspoons instant non-fat dry milk + ½ cup water (or ½ cup non-fat milk)
½ teaspoon vanilla extract
or
1. Preheat oven to 375ºF. Grease and flour a baking sheet.
2. Stir the dry ingredients in a bowl, then cut the butter into the dry mixture with a pastry blender to form a course meal.
3. Beat the egg with milk, sugar, and vanilla. When smooth, stir into the other mixture until the dough holds together.
4. Knead briefly on a floured surface; pat into an 8" circle; place on baking sheet.
5. Using a pizza cutter or serrated knife, score circle into 8 wedges.
6. Bake for 15 to 20 minutes or until nicely brown. Serve with honey, fruits, jam. Best straight from the oven, but still great the next day.
| Calories | 270 | Kcal | Cholesterol | 25 | mg | Sugar | 5 | g | Calcium | 37 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 120 | Kcal | Sodium | 240 | mg | Protein | 5 | g | Iron | 1.6 |
| Total fat | 13 | g | Total Carbohydrate | 33 | g | Vitamin A | 6 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 1 | g | Vitamin C | 0.2 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
Cornbread
Makes 9 servings
1 cup baking mix (see page 15)
1 cup cornmeal
2 tablespoons sugar
1 cup water
2 tablespoons vegetable oil
canned applesauce
2 tablespoons egg mix + ¼ cup water (or 1 egg)
1. Preheat oven to 400ºF.
2. Spray a 9 x 9 inch pan with nonstick cooking spray.
3. Combine baking mix, cornmeal, and sugar in a large bowl.
4. Add water, oil, and egg; stir until just blended. Do not over stir.
5. Pour into pan. Bake 20 minutes at 400ºF.
| Calories | 150 | Kcal | Cholesterol | 20 | mg | Sugar | 4 | g | Calcium | 20 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 35 | Kcal | Sodium | 80 | mg | Protein | 4 | g | Iron | 2 |
| Total fat | 4 | g | Total Carbohydrate | 24 | g | Vitamin A | 25 | RE | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Muffins
Makes 12 muffins
3 cups baking mix (see page 15)
3 tablespoons sugar
2 tablespoons egg mix + ¼ cup water (or 1 egg)
3 tablespoons vegetable oil or canned applesauce
1 cup water
Variations:
* Add 2 cups blueberries (reconstituted from dried fruit)
1. Preheat oven to 425ºF.
2. Spray muffin pan with nonstick cooking spray or use paper liners.
3. Combine baking mix and sugar in a large bowl. Add egg, oil (or applesauce), and water. Batter will look lumpy – do not over stir.
4. Spoon into muffin pans ½ full.
5. Bake 20 minutes at 425ºF.
* Add 2 cups cranberries or cherries (reconstituted from dried fruit) plus 1 tablespoon grated orange peel.
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
| 150 | Kcal | Cholesterol | 20 | mg | Sugar | 5 | g | Calcium | 40 |
|---|---|---|---|---|---|---|---|---|---|
| 35 | Kcal | Sodium | 160 | mg | Protein | 5 | g | Iron | 2 |
| 4 | g | Total Carbohydrate | 25 | g | Vitamin A | 25 | RE | | |
| 1 | g | Dietary Fiber | 2 | g | Vitamin C | 0 | mg | | |
Pancakes
Makes 12 pancakes
¼ cup egg mix
+ ½ cup water(or
2 cups baking mix (see page 15)
1 cup water
1. In a large bowl, beat eggs.
2. Add rest of ingredients and stir until moist, but lumpy.
2 tablespoons vegetable oil or canned applesauce
3. Spoon onto hot lightly oiled grill. Flip when top surface is covered with bubbles.
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 100 | Kcal | Cholesterol | 35 | mg | Sugar | 1 | g | Calcium | 30 | mg |
| Calories from fat | 30 | Kcal | Sodium | 115 | mg | Protein | 4 | g | Iron | 0 | mg |
| Total fat | 3.5 | g | Total Carbohydrate | 15 | g | Vitamin A | 30 | RE | | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 1 | g | Vitamin C | 0 | mg | | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
2 eggs)
Pumpkin Muffins
Makes 12 muffins
1½ cups baking mix (see page 15)
½ teaspoon cinnamon
½ teaspoon ginger
½ teaspoon nutmeg
¼ cup egg mix
+ ½ cup water
½ cup vegetable oil
1 (15.5 ounce) can pumpkin
½ cup raisins
or chopped prunes
1. Preheat oven to 400ºF.
2. Spray muffin pan with nonstick cooking spray or use paper liners.
3. In a large bowl, combine baking mix, cinnamon, ginger, and nutmeg. Add eggs, oil, and pumpkin.
4. Gently stir in raisins and walnuts. Stir until smooth, but do not beat.
⅓ cup walnuts, chopped
5. Fill muffin cups half full. Bake at 400ºF about 20 minutes.
| Calories | 200 | Kcal | Cholesterol | 35 | mg | Sugar | 7 | g | Calcium | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 110 | Kcal | Sodium | 180 | mg | Protein | 5 | g | Iron | 2 |
| Total fat | 12 | g | Total Carbohydrate | 20 | g | Vitamin A | 810 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 3 | g | Vitamin C | 2 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Whole Wheat Flour Tortillas
Makes 10 8" tortillas
1½ cups whole wheat flour
2½ cups all-purpose flour
½ cup instant non-fat dry milk
1 tablespoon baking powder
½ cup vegetable oil
1. Combine flours, non-fat dry milk powder, and baking powder in mixing bowl.
2. Add vegetable oil and mix well with fingertips.
3. Add water slowly to mixture using one hand for mixing to work into dough.
1¼ cup warm water
4. Divide dough into 10 medium sized balls and lay out on a clean cloth. Roll out each ball until round, flat and thin. Cook on moderately hot griddle, turning each side until lightly browned.
| Calories | 280 | Kcal | Cholesterol | 0 | mg | Sugar | 3 | g | Calcium | 50 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 110 | Kcal | Sodium | 90 | mg | Protein | 7 | g | Iron | 2 |
| Total fat | 12 | g | Total Carbohydrate | 39 | g | Vitamin A | 25 | RE | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
(or2 eggs)
Yeast Bread
Makes 8-10 servings
1 package rapid rise yeast
3 tablespoons sugar
1 cup hot water (120°F to 130ºF)
3 teaspoons vegetable oil
3 tablespoons instant non-fat dry milk
1 teaspoon salt
3½ cups all-purpose flour
1. Preheat oven to 375ºF.
2. In a large bowl, combine yeast, sugar, and water. Let stand until foamy.
3. Add oil to yeast mixture. Gradually stir in non-fat dry milk, salt, and enough of the flour to make the dough stiff enough to pull away from the edges of the bowl.
4. On floured surface, knead dough 2-4 minutes, until smooth and elastic. Cover dough and let rest for 10 minutes.
5. Roll dough in 12 x 7 inch rectangle. Roll up from narrow end to form loaf and pinch edges to seal.
6. Place loaf in greased 8½ x 4½ inch glass loaf pan and cover.
7. Fill a large shallow pan half full with boiling water on counter top. Place baking sheet over pan of boiling water.
8. Set covered bread dough on baking sheet and let dough rise 20 minutes or until doubled in size.
9. Bake in 375ºF oven for 25 minutes or until golden brown.
10. Remove loaf from pan and cool on rack. Slice with serrated knife to serve.
| Calories | 200 | Kcal | Cholesterol | 0 | mg | Sugar | 6 | g | Calcium | 25 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 20 | Kcal | Sodium | 240 | mg | Protein | 5 | g | Iron | 2 |
| Total fat | 2 | g | Total Carbohydrate | 39 | g | Vitamin A | 10 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 1 | g | Vitamin C | 0 | mg | | |
Recipe provided by Nez Perce Cookbook
This recipe has not been tested or standardized by the USDA.
MAIN DISHES
"Any" Bean Soup
Makes 8-10 servings
1½ cups washed dry beans 7 cups water 1 medium onion, chopped 1 cup chopped turkey ham, pork ham, or ham bone 1 teaspoon salt
1. Put beans in water and boil 2 minutes. Cover, remove from heat, and let stand 1 hour.
2. Add chopped onion to beans. Bring to a boil and gently simmer 2 to 2 ½ hours, or until beans are tender.
3. Add turkey ham, pork ham, or ham bone and cook for 1 hour. Add more water if needed.
4. 15 minutes before done, remove 1 cup beans, mash and return to soup (this will thicken soup).
| Calories | 70 | Kcal | Cholesterol | 10 | mg | Sugar | 1 | g | Calcium | 25 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 20 | Kcal | Sodium | 400 | mg | Protein | 5 | g | Iron | 0 |
| Total fat | 2.5 | g | Total Carbohydrate | 7 | g | Vitamin A | 0 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | 2 | g | Vitamin C | 2 | mg | | |
Recipe provided by Alma Herzog, Nez Perce, Kamiah, ID This recipe has not been tested or standardized by the USDA.
Baked Scrambled Eggs Supreme
Makes 4 servings
½ cup green bell pepper, diced
2 green onions, sliced
½ pound sausage
1 cup water
⅓ cup instant non-fat dry milk
water (
+ 1 cup or
1 cup non-fat milk)
¾ cup egg mix
+ 1½ cups water
(or6 eggs)
½ cup grated cheese
Variations:
To lower the sodium content: omit the sausage or use low-sodium meat, such as lean cooked ground beef or ground bison.
1. Preheat oven to 375ºF.
2. In non-stick pan, brown bell pepper and green onions using cooking spray. Set aside.
3. Cook sausage in skillet until crumbly. Pour out excess grease. Mix with bell peppers and onions.
4. Prepare egg mix using 1 cup of milk and 1 cup of water; mix thoroughly.
5. Add egg mixture to sausage mixture and mix well.
6. Pour in 8 x 8 inch glass baking dish that has been sprayed with nonstick cooking spray. Top with grated cheese.
7. Bake at 375ºF, turning once or twice until cooked thoroughly.
To lower the fat content: omit cheese and/or sausage or use a low-fat sausage.
Variations: add salsa, diced mushrooms, white onions in place of green onions, cut up diced pork, etc. (Eliminate sausage for vegetarian option)
| Calories | 400 | Kcal | Cholesterol | 380 | mg | Sugar | 5 | g | Calcium | 240 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 270 | Kcal | Sodium | 950 | mg | Protein | 26 | g | Iron | 2 |
| Total fat | 30 | g | Total Carbohydrate | 6 | g | Vitamin A | 230 | RE | | |
| Saturated fat | 12 | g | Dietary Fiber | <1g | g | Vitamin C | 20 | mg | | |
Baked Spaghetti
Makes 4-6 servings
½ package (1 pound) spaghetti, cooked according to directions
4 (15.5 ounce) cans tomatoes, chopped, with juice
½ can luncheon meat, diced
1 teaspoon vegetable oil
1 onion, diced
1 bunch cilantro, chopped
1 teaspoon oregano
1 teaspoon sweet basil pepper, to taste
1 teaspoon garlic powder
1 cup shredded cheese or Parmesan cheese
Variations:
To lower the sodium content: substitute lean ground beef or lean ground bison for luncheon meat. Or omit meat or both luncheon meat and parmesan cheese.
1. Preheat oven to 350ºF.
2. Rinse cooked spaghetti in cold water; set aside to drain.
3. Chop tomatoes as small as possible; set aside with juice.
4. Brown luncheon meat in large pan with oil. Add onion, lower flame and stir constantly until onions are brown. Add tomatoes with juice, cilantro, oregano, basil, pepper, and garlic powder.
5. Bring to boil, reduce heat and simmer 1520 minutes, stirring occasionally.
6. In oiled 4 quart pan, layer half of the cooked spaghetti, ½ tomato mixture, then the rest of the spaghetti, then the rest of the tomato mixture. Top with cheese.
7. Bake at 350ºF for 30 minutes.
To lower the fat content: omit cheese or omit cheese and meat.
| Calories | 660 | Kcal | Cholesterol | 60 | mg | Sugar | 11 | g | Calcium | 150 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 260 | Kcal | Sodium | 1260 | mg | Protein | 25 | g | Iron | 8 |
| Total fat | 29 | g | Total Carbohydrate | 92 | g | Vitamin A | 300 | RE | | |
| Saturated fat | 12 | g | Dietary Fiber | 5 | g | Vitamin C | 22 | mg | | |
Recipe provided by Colleen Vasquez, San Pasqual Band of Mission Indians (Southern California Tribal
Chairmen's Assoc., Inc), Valley Center, CA.
This recipe has not been tested or standardized by the USDA
B-B-Q Meatballs
Makes 20 servings:
Meatballs
2 pounds ground beef
¾ cup rolled oats
⅓ cup instant non-fat dry milk + 1 cup water (or 1 cup non-fat milk)
3 teaspoons dried onion flakes
1 teaspoon salt
½ teaspoon pepper all-purpose flour
Sauce:
2 tablespoons sugar
2 tablespoons Worcestershire sauce
1 cup ketchup ½ cup water
3 tablespoons vinegar
6 tablespoons dried onion flakes
| Calories | 160 | Kcal | Cholesterol | 35 | mg | Sugar | 3 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 80 | Kcal | Sodium | 310 | mg | Protein | 12 | g | Iron | 2 |
| Total fat | 9 | g | Total Carbohydrate | 9 | g | Vitamin A | 30 | RE | | |
| Saturated fat | 3.5 | g | Dietary Fiber | <1g | g | Vitamin C | 4 | mg | | |
Recipe provided by Kelly Dicky, Osage Nation FDP Center, Pawhuska, OK
This recipe has not been tested or standardized by the USDA.
1. Preheat oven to 350ºF.
2. Combine ingredients and form into small balls.
3. Roll in flour and brown in a skillet.
4. Place meatballs in baking dish.
5. Combine all ingredients for sauce and pour over meatballs.
6. Bake at 350ºF for 30 to 40 minutes.
Bean Tamale Pie
Makes 6 servings
¼ cup green pepper, chopped
¼ cup onion, chopped
1 teaspoon vegetable oil
1 cup tomato sauce
1½ tablespoons chili powder
1 teaspoon cumin
1⅔ cups water
2 cups canned beans
, drained
1 (16 ounce) can corn, drained
1 mild chili pepper, diced
Cornmeal topping
1 cup flour
1 cup cornmeal
1 tablespoon baking powder
2 tablespoons egg mix
+ ¼ cup water
(or1 egg)
1 teaspoon salt ⅓ cup vegetable oil
1 tablespoon sugar
| Calories | 500 | Kcal | Cholesterol | 70 | mg | Sugar | 8 | g | Calcium | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 150 | Kcal | Sodium | 970 | mg | Protein | 15 | g | Iron | 4 |
| Total fat | 17 | g | Total Carbohydrate | 75 | g | Vitamin A | 140 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 13 | g | Vitamin C | 30 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Bison Burger
Makes 4 servings
1 pound ground bison
4 hamburger buns, split and toasted salt and pepper, to taste
1. Preheat oven to 350ºF.
2. Cook green pepper and onion in oil until tender.
3. Stir in rest of ingredients up through chili pepper and cook over low heat for 5 minutes.
4. Pour into 9 x 13 inch baking pan.
5. Make cornmeal topping and pour over the mixture.
6. Bake at 350ºF for 30 minutes.
Variation:
To lower the sodium content: use low-sodium canned beans and corn; make half of the cornmeal topping and spoon onto pie (similar to chicken and dumplings).
1. Shape ground bison into four ½ inch thick patties.
2. Grill, covered, 4-6 inches above medium hot coals, turning once. Cook until the internal temperature reaches 160ºF.
3. Season burger to taste with salt, pepper, and other spices as desired.
4. Tuck into a toasted bun, top with your favorite condiments and enjoy.
| Calories | 400 | Kcal | Cholesterol | 70 | mg | Sugar | 0 | g | Calcium | 6 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 400 | mg | Protein | 26 | g | Iron | 8 |
| Total fat | 14 | g | Total Carbohydrate | 41 | g | Vitamin A | 2 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 3 | g | Vitamin C | 2 | mg | | |
Bison Chili
Makes 4 servings
1 pound ground bison
1 medium onion, chopped
1 (15.5 ounce) can pinto beans, rinsed and drained
2 (15.5 ounce) cans tomatoes, undrained ½ cup water
2 teaspoons chili powder ½ teaspoon ground cumin
½ teaspoon salt
½ teaspoon ground pepper ¼ cup fresh cilantro, chopped
Optional toppings: grated cheese or diced jalapeño peppers
1. In a non-stick skillet, cook the ground bison and onion in a small amount of oil until the meat is browned and the onion is tender.
2. Add the pinto beans, tomatoes, water, and seasonings. Cover and simmer for 1 hour, adding more water if chili becomes too thick.
3. Add chopped cilantro and simmer an additional 10 minutes.
4. Spoon into bowls and garnish with grated cheese or diced jalapeño peppers, if desired.
Variation:
To lower the sodium content: Use salt substitute instead of salt and use low-sodium canned tomatoes and low-sodium canned beans.
mg mg
| 350 | Kcal | Cholesterol | 40 | mg | Sugar | 9 | g | Calcium | 100 |
|---|---|---|---|---|---|---|---|---|---|
| 110 | Kcal | Sodium | 1150 | mg | Protein | 29 | g | Iron | 6 |
| 12 | g | Total Carbohydrate | 29 | g | Vitamin A | 240 | RE | | |
| 8 | g | Dietary Fiber | 8 | g | Vitamin C | 30 | mg | | |
Recipe provided by Rhoda Priesen, Westminster, CO
This recipe has not been tested or standardized by the USDA.
Bison Stew
Makes 10 servings
2 pounds cubed bison meat
2 tablespoons vegetable oil
2 onions, chopped
1 (15.5 ounce) can tomato sauce
6 carrots, peeled and sliced
1 (8 ounce) can tomatoes, undrained
2 teaspoons salt
½ teaspoon pepper
3 medium potatoes, peeled
½ cup water
1. Brown meat in oil in large kettle or pot; add onions and cook until golden.
2. Add tomato sauce, carrots, tomatoes, and seasonings and cover. Cook 1 hour over very low heat.
3. Add potatoes and ½ cup water if needed.
4. Cover and cook 30 minutes over very low heat.
Variations: Transfer mixture to a baking a dish and top with biscuit dough (see page 16). Bake at 425ºF until biscuits are brown.
To lower the sodium content: Use salt substitute instead of salt and use low-sodium canned tomatoes and lowsodium canned tomato sauce.
| Calories | 240 | Kcal | Cholesterol | 55 | mg | Sugar | 6 | g | Calcium | 50 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 45 | Kcal | Sodium | 840 | mg | Protein | 22 | g | Iron | 2 |
| Total fat | 5 | g | Total Carbohydrate | 24 | g | Vitamin A | 1300 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | 5 | g | Vitamin C | 15 | mg | | |
Recipe provided by Rhoda Priesen, Westminster, CO
This recipe has not been tested or standardized by the USDA.
Buffaloaf
Makes 8-10 servings
2 pounds ground bison
2 tablespoons egg mix + ¼ cup water (or 1 egg)
½ medium onion, chopped
2 teaspoons Worcestershire sauce pepper, to taste
garlic salt, to taste
1½ packages saltine crackers
, crushed
2 tablespoons + 2 teaspoons instant
non-fat dry milk+ ½ cup water
(or½ cup non-fat milk)
½ medium green bell pepper, chopped salt, to taste
| Calories | 240 | Kcal | Cholesterol | 85 | mg | Sugar | 1 | g | Calcium | 90 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 45 | Kcal | Sodium | 430 | mg | Protein | 26 | g | Iron | 4 |
| Total fat | 5 | g | Total Carbohydrate | 25 | g | Vitamin A | 20 | RE | | |
| Saturated fat | 1.5 | g | Dietary Fiber | 3 | g | Vitamin C | 10 | mg | | |
Recipe provided by Rhoda Priesen, Westminster, CO This recipe has not been tested or standardized by the USDA.
Carne Adobado (Spiced Pork)
Makes 12 servings
2 cups red chile puree or 12 tablespoons chile powder
3 pounds fresh, lean pork
2 teaspoons salt
1 tablespoon oregano
2 cloves garlic, mashed
1. Cut pork into strips.
2. Mix other ingredients, add to pork strips, and let stand in refrigerator for 24 hours.
3. Cut meat into cubes and brown in small amounts of oil. Add chile sauce and simmer one hour or more.
4. To serve, add more fresh chile sauce and cook until tender.
| Calories | 310 | Kcal | Cholesterol | 95 | mg | Sugar | 0 | g | Calcium | 55 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 170 | Kcal | Sodium | 530 | mg | Protein | 29 | g | Iron | 2 |
| Total fat | 19 | g | Total Carbohydrate | 5 | g | Vitamin A | 266 | RE | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA.
1. Preheat oven to 275ºF to 300ºF.
2. Mix all of the ingredients together and form into loaf.
3. Bake for 1 hour or until meat thermometer reads 160ºF in center of loaf.
Cheeseburger Pie
Makes 9 servings
1 pound lean ground beef
1 large onion, chopped
1 can whole kernel corn
, drained
½ cup grated cheese
½ cup baking mix (see page 15)
¼ cup instant non-fat dry milk + ¾ cup water (or ¾ cup non-fat milk)
1. Preheat oven to 350ºF.
2. Brown meat and onion in pan; drain grease.
3. Put in 9-inch pie plate. Add drained corn and cheese on top of meat.
4. Stir remaining ingredients with a fork. Pour over meat mixture.
¼ cup egg mix + ½ cup water (or 2 eggs)
5. Bake uncovered about 30 minutes at 350ºF.
| Calories | 220 | Kcal | Cholesterol | 85 | mg | Sugar | 3 | g | Calcium | 85 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 110 | Kcal | Sodium | 280 | mg | Protein | 14 | g | Iron | 2 |
| Total fat | 12 | g | Total Carbohydrate | 16 | g | Vitamin A | 60 | RE | | |
| Saturated fat | 5 | g | Dietary Fiber | 2 | g | Vitamin C | 5 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Chicken & Noodles
Makes 4 servings
1 (1 pound) bag egg noodles
2 (12.5 ounce) can chicken
1 (10.5 ounce) can cream of chicken soup or cream of mushroom soup.
1. Cook and drain noodles.
2. Add chicken (may be rinsed and drained to lower fat) and cream soup.
3. Heat thoroughly and serve.
| Calories | 380 | Kcal | Cholesterol | 110 | mg | Sugar | 2 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 80 | Kcal | Sodium | 590 | mg | Protein | 32 | g | Iron | 4 |
| Total fat | 9 | g | Total Carbohydrate | 46 | g | Vitamin A | 25 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 2 | g | Vitamin C | 0 | mg | | |
Recipe provided by Kelly Dicky, Osage Nation FDP Center, Pawhuska, OK This recipe has not been tested or standardized by the USDA.
Chicken Pot Pie
Makes 6 servings
Pastry for 9"-10" 2-crust pie (frozen or homemade)
5⅓ tablespoons margarine
⅓ cup all-purpose flour
½ teaspoon salt
¼ to ½ teaspoon pepper
1¾ cups chicken broth
¼ cup instant non-fat dry milk
+ ⅔
cup water(or⅔ cup non-fat milk)
⅓ cup onion, chopped
1 (15.5 ounce)
can peas
, drained
1 (15.5 ounce) can carrots, drained
1. Preheat oven to 425ºF.
2. Heat margarine in saucepan until melted. Stir in flour, salt, and pepper. Cook, stirring constantly until bubbly; remove from heat.
3. Stir in broth and milk. Heat until boiling, stirring constantly. Boil for 1 minute.
4. Stir in onions, vegetables, and chicken. Season with salt and pepper.
5. Pour chicken mixture into pastry lined dish. Cover with remaining pastry. Pinch edges to seal crust.
2 (12.5 ounce) can chicken, (or 2½ to 3 cups), diced
6. Bake at 425ºF for about 35 minutes until top is golden brown and mixture is bubbly.
| Calories | 740 | Kcal | Cholesterol | 70 | mg | Sugar | 7 | g | Calcium | 100 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 360 | Kcal | Sodium | 1230 | mg | Protein | 46 | g | Iron | 6 |
| Total fat | 40 | g | Total Carbohydrate | 49 | g | Vitamin A | 1190 | RE | | |
Recipe provided by Deanna Miller, Nez Perce, Craigmont, ID This recipe has not been tested or standardized by the USDA.
Chicken Tacos
Makes 10 tacos
2 (12.5 ounce) can chicken ½ cup onion, chopped 1 teaspoon chili powder 1 teaspoon oregano 1 teaspoon garlic powder 1 teaspoon cumin 1 teaspoon paprika 5 cups lettuce, shredded 5 cups cabbage, shredded 1½ cups tomatoes, diced 5 ounces cheddar cheese, grated 5 ounces mozzarella cheese, grated 10 flour tortillas, 7 inch salsa
1. Fill a tea kettle or 2 quart saucepan with water and bring to a boil. Remove excess fat from chilled chicken and place in colander over a large bowl. Spread out with a fork. Pour hot water over meat through colander.
2. Place chicken in plastic container with tight fitting lid.
3. Add onions, chili powder, oregano, garlic powder, cumin, and paprika to chicken.
4. Refrigerate chicken overnight in plastic container with tight fitting lid.
5. To make tacos, place chicken mixture in a pan and heat slowly or heat in microwave for 2-3 minutes, stirring after 1½ minutes to heat evenly. Combine finely shredded lettuce and cabbage. Mix cheeses together. Place ¼ cup heated chicken mixture in a tortilla and top with cheese and vegetables.
6. Add salsa as desired.
| Calories | 430 | Kcal | Cholesterol | 60 | mg | Sugar | 3 | g | Calcium | 280 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 160 | Kcal | Sodium | 520 | mg | Protein | 34 | g | Iron | 4 |
| Total fat | 18 | g | Total Carbohydrate | 34 | g | Vitamin A | 190 | RE | | |
| Saturated fat | 7 | g | Dietary Fiber | 4 | g | Vitamin C | 20 | mg | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Commodity Cheese Pizza
Makes 8 pieces of pizza
3 cups baking mix (see page 15) ¼ cup water ½ can (15.5 ounce) can spaghetti sauce 2 cups grated cheese
1. Combine baking mix and water. Pat dough mixture with greased hands onto a greased pizza pan or cookie sheet.
2. Pour sauce over crust. Sprinkle with cheese and optional toppings.
optional: cooked ground beef, sausage, or ham; onion, green pepper, mushrooms
3. Bake at 450ºF until golden brown.
mg mg
| Calories | 290 | Kcal | Cholesterol | 30 | mg | Sugar | 5 | g | Calcium | 240 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 100 | Kcal | Sodium | 770 | mg | Protein | 13 | g | Iron | 2 |
| Total fat | 11 | g | Total Carbohydrate | 37 | g | Vitamin A | 140 | RE | | |
| Saturated fat | 6 | g | Dietary Fiber | 4 | g | Vitamin C | 3 | mg | | |
Recipe provided by Lisa Wheelen, Inter-Tribal Council, Inc., Galena, KS This recipe has not been tested or standardized by the USDA.
Commodity Stir-Fry
Makes 4 servings
1 tablespoon corn starch
1 tablespoon soy sauce
1 cup pineapple chunks, drained
(reserve ⅓ cup juice)
2 tablespoonsvegetable oil
1 cup fresh green beans
1 cup raw carrots, chopped
1 cupchicken(well drained,canned or
cooked)
1. In a small bowl dissolve cornstarch in soy sauce and pineapple juice. Set aside.
2. Heat vegetable oil in skillet or wok. Stirfry vegetables until tender but still crisp. Add pineapple and chicken.
3. Stir in cornstarch mixture and cook until thickened.
4. Serve immediately with hot cooked rice.
hot cooked rice
| Calories | 200 | Kcal | Cholesterol | 30 | mg | Sugar | 10 | g | Calcium | 40 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 80 | Kcal | Sodium | 300 | mg | Protein | 12 | g | Iron | 2 |
| Total fat | 9 | g | Total Carbohydrate | 17 | g | Vitamin A | 890 | RE | | |
Recipe provided by Darlene Mostrom, Fond du Lac Reservation, Cloquet, MN This recipe has not been tested or standardized by the USDA.
Cream of Potato Soup
Makes 4 servings
½ onion, chopped 2 slices of turkey ham
, diced
2 tablespoons vegetable oil
1 cup instant non-fat dry milk + 3 cups water (or 3 cups non-fat milk)
1 (15.5 ounce) can corn
¾ cup instant potato flakes
| Calories | 250 | Kcal | Cholesterol | 5 | mg | Sugar | 13 | g | Calcium | 230 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 70 | Kcal | Sodium | 500 | mg | Protein | 12 | g | Iron | 2 |
| Total fat | 8 | g | Total Carbohydrate | 38 | g | Vitamin A | 190 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 3 | g | Vitamin C | 20 | mg | | |
Modified recipe provided by Denelle Martin & Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
1. Brown onion and ham in vegetable oil for 5 minutes over low heat.
2. Add milk and corn.
3. Simmer 5 minutes and add potato flakes.
Creamed Peanut Soup
Makes 12 servings
1 medium onion, chopped 2 stalks celery, chopped ¼ cup vegetable oil 3 tablespoons all-purpose flour 2 quarts chicken broth 2 cups smooth peanut butter 1¾ cup evaporated milk ½ cup chopped peanuts
, drained
1. Cook onion and celery in vegetable oil until tender but not brown.
2. Stir in flour until well blended. Add chicken broth, stirring constantly and bring to boil.
3. Remove from heat. Add peanut butter and evaporated milk, stirring until blended thoroughly.
4. Return to heat but do not boil.
5. Serve with peanuts sprinkled over top of soup. Good hot or cold.
| Calories | 380 | Kcal | Cholesterol | 10 | mg | Sugar | 8 | g | Calcium | 130 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 270 | Kcal | Sodium | 400 | mg | Protein | 18 | g | Iron | 2 |
| Total fat | 30 | g | Total Carbohydrate | 15 | g | Vitamin A | 60 | RE | | |
Modified recipe provided by Alma Herzog, Nez Perce, Kamiah, ID This recipe has not been tested or standardized by the USDA.
Easy Meatball Stew
Makes 4 servings
1 can meatball stew
1 (15.5 ounce) can tomatoes
1 (15.5 ounce) can corn, drained
1 (15.5 ounce) can green beans, drained
1. Cut meatballs into 4 or 5 slices. Cut up tomatoes into small chunks and mix together in a 2-quart pot. Add corn and green beans.
2. Add a half can of water and bring to a boil. Turn down heat and simmer 5 minutes
3. Serve with crackers.
| Calories | 280 | Kcal | Cholesterol | 10 | mg | Sugar | 7 | g | Calcium | 90 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 45 | Kcal | Sodium | 1350 | mg | Protein | 15 | g | Iron | 4 |
| Total fat | 5 | g | Total Carbohydrate | 47 | g | Vitamin A | 510 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 5 | g | Vitamin C | 30 | mg | | |
Recipe provided by Lequitta McWhirter, Nez Perce, Orofino, ID This recipe has not been tested or standardized by the USDA.
Garden Supper Casserole
Makes 4 servings
2 cups soft bread, cubed ½ cup shredded cheese
5 tablespoons margarine or butter, melted
1 cup cooked canned peas
2 tablespoons onion, chopped
3 tablespoons all-purpose flour
1 teaspoon salt
⅛ teaspoon pepper
½ cup instant non-fat dry milk
cups water
+ 1½
(or1½ cups non-fat milk)
1 cup meat (beef, chicken
, or pork), cut up, cooked
1 large tomato, sliced
1. Preheat oven to 350ºF.
2. Mix bread cubes, cheese, and 2 tablespoons melted margarine.
3. Spread half the mixture in greased 1 quart casserole dish and top with peas.
4. Cook onion in 3 tablespoons margarine until onion is tender. Blend in flour and seasonings.
5. Cook over low heat, stirring until mixture is bubbly.
6. Remove from heat, add milk and return to a boil, stirring constantly. Boil and stir for 1 minute.
7. Stir in meat and pour over peas.
8. Arrange tomato slices on top and sprinkle with remaining bread mixture.
9. Bake, uncovered, at 350ºF for 25 minutes.
Variation:
To lower the fat content: Use 2 tablespoons margarine instead of 5 tablespoons; use low-fat cheese. Add more types of vegetables such as carrots, broccoli, lima beans; use tomato sauce instead of cream sauce in step 4.
| Calories | 550 | Kcal | Cholesterol | 70 | mg | Sugar | 9 | g | Calcium | 240 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 380 | Kcal | Sodium | 1330 | mg | Protein | 19 | g | Iron | 8 |
| Total fat | 42 | g | Total Carbohydrate | 25 | g | Vitamin A | 300 | RE | | |
| Saturated fat | 15 | g | Dietary Fiber | 3 | g | Vitamin C | 15 | mg | | |
Recipe provided by Winnie Day, Nez Perce, Reubens, ID
This recipe has not been tested or standardized by the USDA.
Gazpacho (Cold Tomato Soup)
Makes 4-6 servings
2 (15.5 ounce) cans tomatoes, finely chopped
2 cups tomato juice
1 large cucumber, chopped
1 onion, finely chopped
1 clove garlic, minced (or ¼-½ teaspoon garlic powder)
¼ cup olive oil
2 tablespoons vinegar
½-1 teaspoon hot sauce
½ teaspoon salt
¼ teaspoon pepper
| Calories | 150 | Kcal | Cholesterol | 0 | mg | Sugar | 5 | g | Calcium | 70 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 90 | Kcal | Sodium | 670 | mg | Protein | 3 | g | Iron | 2 |
| Total fat | 10 | g | Total Carbohydrate | 17 | g | Vitamin A | 150 | RE | | |
Recipe provided by Colleen Vasquez, San Pasqual Band of Mission Indians (Southern California Tribal Chairmen's Assoc., Inc.), Valley Center, CA
This recipe has not been tested or standardized by the USDA.
Green Chili Stew
Makes 8 servings
2 pounds pork, mutton, lamb, or beef, cut into small pieces
3 ears corn (scrape kernels from cob) or about 3 cups frozen or canned corn
3 stalks celery, diced
3 medium potatoes, peeled and diced
2 medium potatoes, diced
5 roasted green chiles, peeled, seeded, and diced
| Calories | 270 | Kcal | Cholesterol | 75 | mg | Sugar | 3 | g | Calcium | 28 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 230 | mg | Protein | 27 | g | Iron | 3 |
| Total fat | 7 | g | Total Carbohydrate | 25 | g | Vitamin A | 13 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 3 | g | Vitamin C | 15 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
1. Put finely chopped tomatoes (including the juice), in a large mixing bowl.
2. Add tomato juice, cucumbers, onions, garlic, oil, vinegar, hot sauce, salt, and pepper. Mix well, cover and chill.
3. Serve in bowls. Sprinkle with croutons, if desired.
4. For a healthier version, omit salt and oil.
1. Brown meat in large pot.
2. Add remaining ingredients along with water to make a stew consistency.
3. Cover pot and simmer for approximately 1 hour.
Hamburger Soup
Makes 10 servings
1 pound ground beef
1 cup onion, chopped
4 cups water
4 cups tomato juice
1 cup potatoes, diced
1 cup carrots, diced
1 cup celery, chopped
2 teaspoons salt
1 small bay leaf pinch basil
| Calories | 140 | Kcal | Cholesterol | 30 | mg | Sugar | 5 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 50 | Kcal | Sodium | 900 | mg | Protein | 10 | g | Iron | 2 |
| Total fat | 6 | g | Total Carbohydrate | 10 | g | Vitamin A | 260 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 1 | g | Vitamin C | 25 | mg | | |
Recipe provided by Agnes Rich Snyder, Nez Perce, Nezperce, ID This recipe has not been tested or standardized by the USDA.
Hash
Makes 6-8 servings
2½ to 4 pound chicken
1 medium onion, chopped
2 to 4 cups diced, cooked potatoes
(fresh or leftover)
1 can carrots, drained
3 cups of gravy (or enough to make hash moist)
1. Boil chicken until meat falls off of bones easily. De-bone chicken and chop meat.
2. Brown chicken and onion in non-stick pan with cooking spray.
3. Add potatoes, carrots, and gravy. Heat thoroughly, stirring often to avoid sticking or burning. Season to taste.
Note: Pre-cooked ingredients can be used from any roast or other leftovers. Canned beef or chicken can be used. This is a quick and easy way to use up leftovers.
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 560 | Kcal | Cholesterol | 210 | mg | Sugar | 2 | g | Calcium | 50 | mg |
| Calories from fat | 180 | Kcal | Sodium | 840 | mg | Protein | 67 | g | Iron | 4 | mg |
| Total fat | 20 | g | Total Carbohydrate | 20 | g | Vitamin A | 520 | RE | | | |
| Saturated fat | 6 | g | Dietary Fiber | 3 | g | Vitamin C | 6 | mg | | | |
Recipe provided by Esther L. Roby, Nez Perce, Kamiah, ID This recipe has not been tested or standardized by the USDA.
1. Brown ground beef and onions.
2. Add water and tomato juice and heat to boiling.
3. Add diced potatoes, carrots, celery, salt, bay leaf, and a small pinch of basil.
4. Simmer until vegetables are done (about 30 minutes).
Hominy Soup
Makes 6 servings
1 pound lean ground beef or ground bison
1 large onion, chopped
3 stalks celery, chopped
2 cups cooked kidney beans with liquid
2 cans white hominy with liquid
1. In a large pot, cook ground beef; when half done, add onions and celery, and finish cooking.
2. Add beans and hominy; season to taste. Heat until warm.
3. Add water and simmer if too thick.
Variation: To lower the sodium content: Drain and discard liquid from canned beans and hominy. Replace with equal amount of tap water (about 1 cup).
| Calories | 440 | Kcal | Cholesterol | 55 | mg | Sugar | 4 | g | Calcium | 70 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 120 | Kcal | Sodium | 940 | mg | Protein | 24 | g | Iron | 4 |
| Total fat | 13 | g | Total Carbohydrate | 55 | g | Vitamin A | 2 | RE | | |
| Saturated fat | 4.5 | g | Dietary Fiber | 13 | g | Vitamin C | 4 | mg | | |
Recipe provided by Linda Smart, Lac Courte Oreilles FDP, Hayward, WI This recipe has not been tested or standardized by the USDA.
Macaroni and Cheese
Makes 6-8 servings
1 (16 ounce) package macaroni
3 cups cheddar cheese, shredded or cubed
⅓ cup instant non-fat dry milk
+ 1 cup water
(or 1 cup non-fat milk)
salt and pepper, to taste
1. Cook macaroni as directed; drain.
2. Put cheese and milk in microwave safe bowl. Heat in microwave until cheese is melted, about 5 minutes on high.
3. Combine cheese mixture and macaroni. Add salt and pepper to taste.
| Calories | 450 | Kcal | Cholesterol | 50 | mg | Sugar | 5 | g | Calcium | 400 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 150 | Kcal | Sodium | 360 | mg | Protein | 22 | g | Iron | 2 |
| Total fat | 17 | g | Total Carbohydrate | 51 | g | Vitamin A | 170 | RE | | |
| Saturated fat | 10 | g | Dietary Fiber | 2 | g | Vitamin C | 0 | mg | | |
Recipe provided by Deanna Miller, Nez Perce, Craigmont, ID This recipe has not been tested or standardized by the USDA.
Macaroni Beef Casserole
Makes 8 servings
1 pound lean ground beef
1 onion, chopped (½ cup)
¼ teaspoon salt ¼ teaspoon pepper
¼ teaspoon lemon pepper ¼ teaspoon garlic powder
16 ounces elbow macaroni
1 (15.5 ounce) can green beans, drained
1 (15.5 ounce) can cream corn
2 (10.5 ounce) cans cream of mushroom soup
½ cup sour cream (optional)
1 to 2 cups cheese
, grated
1. Preheat oven to 350ºF.
2. Brown ground beef and onion. Pour off grease. Add seasonings to taste.
3. Cook elbow macaroni until almost done.
4. Mix meat and cooked noodles in a large bowl with all other ingredients (except cheese). Put mixture in a greased casserole dish and top with cheese.
5. Bake in oven at 350ºF for 20 minutes or until done.
Variations: Add 1 can sliced mushrooms and 1 can sliced olives.
To lower sodium content: use low-sodium canned soups and Low-sodium vegetables or fresh vegetables; use salt substitute instead of salt.
To lower fat content: use defatted or lean meats; omit sour cream or use lowfat or fat-free sour cream; decrease or omit cheese or use lowfat cheese.
| Calories | 380 | Kcal | Cholesterol | 55 | mg | Sugar | 3 | g | Calcium | 51 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 150 | Kcal | Sodium | 910 | mg | Protein | 22 | g | Iron | 3 |
| Total fat | 17 | g | Total Carbohydrate | 36 | g | Vitamin A | 28 | RE | | |
| Saturated fat | 6 | g | Dietary Fiber | 3 | g | Vitamin C | 8 | mg | | |
Recipe provided by Deanna Miller, Nez Perce, Craigmont, ID This recipe has not been tested or standardized by the USDA.
Manhattan Chicken Chowder
Makes 10 servings
2½ cups chicken broth
1¼ cups carrot, cut in ½ inch pieces
1¼ cup celery, chopped
1¼ cup turnip, diced ¾ cup onion, chopped
2 (15.5 ounce)
cans tomatoes
¼ teaspoon thyme ¼ teaspoon pepper
5 cups chicken
, cooked and diced
1. Heat chicken broth to boiling in large saucepan.
2. Add raw vegetables to chicken broth. Cover and boil gently until vegetables are tender, about 10 minutes.
3. Break up large pieces of tomato. Add to vegetable mixture.
4. Add thyme, pepper, and diced chicken to cooked vegetables. Simmer, covered, for 10 minutes to blend flavors. If desired, add more broth.
| Calories | 210 | Kcal | Cholesterol | 660 | mg | Sugar | 5 | g | Calcium | 60 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 70 | Kcal | Sodium | 720 | mg | Protein | 25 | g | Iron | 2 |
| Total fat | 8 | g | Total Carbohydrate | 8 | g | Vitamin A | 520 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 2 | g | Vitamin C | 20 | mg | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN
This recipe has not been tested or standardized by the USDA.
Meatloaf
Makes 6 servings
1 poundground beefor bison
½ cup cooked rice
2 tablespoonsegg mix+ ¼ cup water
(or1 egg)
½ cup carrot, grated
1 cupcheese, grated and divided
¼ cup onion, chopped
2 teaspoons Worcestershire sauce
¼ teaspoon garlic powder
¼ teaspoon pepper
salt to taste
1 cuptomato sauce, divided
1. Preheat oven to 375ºF.
2. In a large bowl combine ground beef or bison, rice, egg, carrot, ½ cup cheese, onion, and seasonings. Mix well.
3. Place in a loaf pan, top with ½ cup tomato sauce, cover with foil, and bake at 375ºF for 1½ hours or until meat thermometer reads 160ºF in center of loaf.
4. Remove from oven. Pour off excess juice, top with the remaining cheese and tomato sauce and bake for 15 more minutes, uncovered.
| Calories | 180 | Kcal | Cholesterol | 65 | mg | Sugar | 3 | g | Calcium | 20 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 70 | Kcal | Sodium | 410 | mg | Protein | 16 | g | Iron | 2 |
| Total fat | 8 | g | Total Carbohydrate | 10 | g | Vitamin A | 370 | RE | | |
| | | | | | | Vitamin C | | | | |
Recipe provided by Sheila Briceno-Hatley, USDA, FNS, Lapwai, ID
This recipe has not been tested or standardized by the USDA.
Misickquatash (Indian Succotash)
Makes 6 servings
1 cup lean ground beef
1 cup frozen lima beans, cooked and drained
1 (15.5 ounce) can corn, drained
1 (15.5 ounce) can tomatoes, broken up
¼ teaspoon salt
¼ teaspoon pepper
⅛ teaspoon nutmeg
| Calories | 110 | Kcal | Cholesterol | 0 | mg | Sugar | 5 | g | Calcium | 35 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 340 | mg | Protein | 5 | g | Iron | 2 |
| Total fat | 0 | g | Total Carbohydrate | 23 | g | Vitamin A | 65 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | 3 | g | Vitamin C | 10 | mg | | |
Recipe provided by Darlene Mostrom, Fond Du Lac Reservation, Cloquet, MN This recipe has not been tested or standardized by the USDA.
Northern Bean Soup
Makes 8 servings
8 cups water
1 pound dried great northern or lima beans (2 cups)
½ can (15.5 ounce)
can tomato sauce
2 cups chopped turkey ham
1 large onion, chopped (about 1 cup)
1 tablespoon instant beef bouillon
1 teaspoon salt
½ teaspoon pepper
1 clove garlic, crushed
2 cups mashed potatoes
2 medium carrots, cut into ½ inch pieces
2 medium celery stalks cut into ½ inch pieces (1 cup) non-fat milk (optional)
1. Heat water and beans to boiling in large pot; boil 2 minutes.
2. Remove from heat, cover and let stand 1 hour.
3. Add tomato sauce, ham, onion, bouillon, salt, pepper, and garlic to beans.
4. Heat to boiling, reduce heat. Cover and simmer until beans are tender, about 2 hours. (Do not boil or beans will burst.) Skim fat if necessary.
5. Stir potatoes, carrots, and celery into soup.
6. Heat to boiling, reduce heat. Cover and simmer until vegetables are tender, about 45 minutes.
7. Stir in 1 to 2 cups milk or water for thinner consistency.
| Calories | 310 | Kcal | Cholesterol | 30 | mg | Sugar | 7 | g | Calcium | 130 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 910 | mg | Protein | 22 | g | Iron | 4 |
| Total fat | 7 | g | Total Carbohydrate | 43 | g | Vitamin A | 550 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 12 | g | Vitamin C | 15 | mg | | |
Recipe provided by Brenda Oyloe, Trenton Indian Service Area, Trenton, ND This recipe has not been tested or standardized by the USDA.
1. Brown ground beef in pan.
2. Add remaining ingredients except nutmeg. Cover and simmer 5 minutes until thoroughly heated.
3. Sprinkle with nutmeg before serving.
Old Fashioned Spaghetti
Makes 6 servings
1 pound lean ground beef or ground bison
6 teaspoons spaghetti seasoning mix (see page 66)
1 (15.5 ounce) can tomato sauce
1 (15.5 ounce)
can tomatoes
1. Brown ground beef; pour off grease.
2. Add seasoning, tomato sauce, and whole tomatoes. Simmer for 10 to 15 minutes.
3. Bring water to a boil. Cook spaghetti until tender.
4. Serve with toast and a green salad.
½ package (1 pound) spaghetti
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 340 | Kcal | Cholesterol | 70 | mg | Sugar | 6 | g | Calcium | 5 | mg |
| Calories from fat | 130 | Kcal | Sodium | 620 | mg | Protein | 25 | g | Iron | 3 | mg |
| Total fat | 14 | g | Total Carbohydrate | 27 | g | Vitamin A | 118 | RE | | | |
| Saturated fat | 5 | g | Dietary Fiber | 3 | g | Vitamin C | 20 | mg | | | |
Recipe provided by Coleen C. Windham, Nez Perce, Lenore, ID This recipe has not been tested or standardized by the USDA.
Oven Fried Chicken
Makes 4 servings
8 pieces of chicken, with bone 1 to 1½ cups baking mix (see page 15) salt and pepper to taste non-stick cooking spray
1. Preheat oven to 375ºF.
2. Spray a 9 x 13 inch pan with nonstick cooking spray.
3. Remove skin from chicken pieces. Season with salt and pepper.
4. Spray chicken with nonstick cooking spray, then roll or shake in baking mix until coated.
5. Bake at 375ºF for 1 hour, uncovered, until chicken is done (when center is 180ºF).
| Calories | 400 | Kcal | Cholesterol | 120 | mg | Sugar | 0 | g | Calcium | 50 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 140 | Kcal | Sodium | 550 | mg | Protein | 40 | g | Iron | 2 |
| Total fat | 16 | g | Total Carbohydrate | 19 | g | Vitamin A | 25 | RE | | |
| Saturated fat | 4.5 | g | Dietary Fiber | <1g | g | Vitamin C | 0 | mg | | |
Recipe provided by Earlene Cooper, Nez Perce, Nezperce, ID This recipe has not been tested or standardized by the USDA.
Pork Stir Fry
Makes 8 servings
2½ pounds lean pork loin chops 1 tablespoon vegetable oil ½ teaspoon salt 2 cups carrots, sliced 2 cups green pepper, sliced 2 cups mushrooms, sliced 2 cups broccoli florets 1 cup water, divided 2 tablespoons soy sauce 1 teaspoon garlic powder 2 teaspoons cornstarch 1 teaspoon ground ginger 16 cherry tomatoes hot cooked rice
1. Trim excess fat and bone from pork and discard. Cut against the grain, in diagonal slices ¼ inch thick.
2. In a large pan, brown meat in hot oil, stirring constantly. Remove from pan. Sprinkle salt over pork.
3. Reduce heat; add vegetables and ½ cup water. Stir to mix. Cover and cook about 10 minutes.
4. Combine soy sauce, garlic powder, cornstarch, ginger, and ½ cup water in a small bowl. Add to vegetable mixture.
5. Return pork to pan and cook 3-4 minutes, stirring occasionally.
6. Cut tomatoes into quarters. Stir into pork mixture and heat thoroughly.
7. Serve over hot cooked rice.
| Calories | 460 | Kcal | Cholesterol | 120 | mg | Sugar | 7 | g | Calcium | 80 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 520 | mg | Protein | 47 | g | Iron | 2 |
| Total fat | 14 | g | Total Carbohydrate | 34 | g | Vitamin A | 1560 | RE | | |
| Saturated fat | 4.5 | g | Dietary Fiber | 4 | g | Vitamin C | 70 | mg | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN
This recipe has not been tested or standardized by the USDA.
Pueblo Posole
Makes 8 servings
2 cups dried Hominy
2 pounds pork sliced, diced, and browned with a clove of garlic
¼ cup New Mexico ground red chile* or fresh ground pepper to taste
½ onion, diced
2 teaspoons oregano salt to taste
* Not chili powder as used for Texas Chili
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 310 | Kcal | Cholesterol | 95 | mg | Sugar | 0 | g | Calcium | 45 | mg |
| Calories from fat | 110 | Kcal | Sodium | 560 | mg | Protein | 35 | g | Iron | 2 | mg |
| Total fat | 12 | g | Total Carbohydrate | 14 | g | Vitamin A | 22 | RE | | | |
| Saturated fat | 44 | g | Dietary Fiber | 2 | g | Vitamin C | 22 | mg | | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
1. Fill large cooking pot with hominy and water. Cook hominy, covered, over medium heat until kernels burst open and are "al dente" (several hours).
2. Add remaining ingredients, cover, and simmer until meat is tender (2 or 3 hours).
Red Chile Stew
Makes 8 servings
2 pounds pork, cut into small pieces (save some fat)
5 dried red chiles
1 teaspoon oregano
½ teaspoon garlic powder salt to taste
1. Wash chiles, removing stems and seeds. Place in blender with 1 cup water and blend into paste consistency. Set aside.
2. Put pork fat into deep skillet until there is enough on the bottom of the skillet to prevent meat from sticking. Discard remaining fat.
3. Brown pork lightly. Add the chile paste and mix well, adding water if mixture is too thick. Add oregano and garlic. Cover pan and simmer slowly for one hour.
| Calories | 250 | Kcal | Cholesterol | 95 | mg | Sugar | 0 | g | Calcium | 32 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 100 | Kcal | Sodium | 65 | mg | Protein | 34 | g | Iron | 1 |
| Total fat | 11 | g | Total Carbohydrate | 3 | g | Vitamin A | 72 | RE | | |
| Saturated fat | 3.5 | g | Dietary Fiber | <1 | g | Vitamin C | 2 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
Salmon (or Tuna) Loaf
Makes 8 servings
4 cups canned salmon or canned tuna, drained
2 tablespoons lemon juice
⅓ cup instant non-fat dry milk + 1 cup water (or 1 cup non-fat milk)
3 cups soft bread, chopped, or crushed crackers
¼ cup egg mix + ½ cup water (or 2 eggs, beaten)
¼ cup dried onion flakes
¼ teaspoon pepper
1 tablespoon dried parsley flakes
1. Preheat oven to 350ºF.
2. In a large bowl sprinkle lemon juice over salmon.
3. In medium bowl combine milk, bread crumbs, eggs, onions, pepper, and parsley flakes. Combine with salmon and blend well. Form into a loaf.
4. Place loaf in a greased, non-metallic loaf pan.
5. Bake at 350ºF for 30 minutes.
6. Cool 5 minutes before cutting and serving.
7. Can be served with ¼ cup of cream sauce over each salmon loaf slice (see page 64).
| Calories | 360 | Kcal | Cholesterol | 100 | mg | Sugar | 3 | g | Calcium | 426 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 90 | Kcal | Sodium | 470 | mg | Protein | 32 | g | Iron | 3 |
| Total fat | 10 | g | Total Carbohydrate | 34 | g | Vitamin A | 65 | RE | | |
Recipe provided by Gwen Kjervestad, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Shredded Chicken Enchiladas
Makes 36 enchiladas
2 (12.5 ounce) can chicken, drained, defatted
2 (4 ounce) cans green chilies, chopped
To taste:
onion powder garlic powder red pepper flakes paprika crushed minced garlic
½ cup vegetable oil (for heating tortillas)
36 corn tortillas
1 (28 ounce) can medium enchilada sauce
1. Preheat oven to 350ºF. Spray two rectangular pans with cooking spray.
2. In a bowl, combine chicken, chiles, and all spices.
3. Pour a small amount of oil in a nonstick pan and heat on high. Heat tortillas on both sides. Repeat until all tortillas are heated, adding oil as necessary.
4. After heating, drain each tortilla on a paper towel to remove excess oil.
5. Dip each tortilla in enchilada sauce, shaking off excess.
6. Fill tortillas with meat. Roll up and place in pan edge side down.
2 pounds shredded cheese nonstick cooking spray
7. Spoon extra sauce on top of enchiladas. Top with shredded cheese.
8. Bake at 350ºF for 30 minutes or until cheese is bubbly and enchiladas are heated thoroughly.
Recipe provided by Chrystal Daugherty, Choctaw Nation
| Calories | 400 | Kcal | Cholesterol | 75 | mg | Sugar | 1 | g | Calcium | 450 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 190 | Kcal | Sodium | 760 | mg | Protein | 26 | g | Iron | 2 |
| Total fat | 21 | g | Total Carbohydrate | 28 | g | Vitamin A | 170 | RE | | |
| Saturated fat | 11 | g | Dietary Fiber | 3 | g | Vitamin C | 6 | mg | | |
This recipe has not been tested or standardized by the USDA.
Skillet-Helper Chilimac
Makes 6 servings
1 pound cooked ground meat or 1 (24 ounce) can beef or pork, defatted
2 (15.5 ounce) cans tomatoes
1 (15.5 ounce) can vegetarian beans, drained
1 cup dry macaroni
Skillet Helper Mix
¼ cup dried onion ¼ teaspoon pepper
¼ teaspoon garlic powder
¼ teaspoon chili powder
¼ teaspoon sugar
| Calories | 400 | Kcal | Cholesterol | 70 | mg | Sugar | 10 | g | Calcium | 100 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 160 | Kcal | Sodium | 570 | mg | Protein | 25 | g | Iron | 4 |
| Total fat | 18 | g | Total Carbohydrate | 37 | g | Vitamin A | 110 | RE | | |
| Saturated fat | 7 | g | Dietary Fiber | 6 | g | Vitamin C | 25 | mg | | |
1. Remove fat and heat meat in skillet.
2. Add tomatoes, beans, and skillet helper mix.
3. Boil uncovered 10 minutes.
4. Add the macaroni, cover, and cook on low heat for 15 minutes or until macaroni is cooked.
Squash Casserole
Makes 6 servings
1 medium onion, chopped
1 stalk celery, diced
12 ounces cooked chicken or turkey, cubed
2 tablespoons vegetable oil
3 cups seasoned stuffing mix
1 cup chicken broth
1 cup low-fat sour cream
2 tablespoons egg mix + ¼ cup water (or 1 egg, beaten)
1½ pounds summer squash, sliced
1. Preheat oven to 375ºF.
2. Brown onion, celery, and chicken in vegetable oil until vegetables are slightly tender. Set aside.
3. Combine stuffing mix, chicken broth, sour cream, and egg. Add squash and chicken mixture to stuffing mixture.
4. Pour into 2 quart baking dish coated with nonstick cooking spray.
5. Bake at 375ºF for 30-40 minutes or until bubbly.
non-stick cooking spray
| Calories | 430 | Kcal | Cholesterol | 110 | mg | Sugar | 9 | g | Calcium | 140 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 200 | Kcal | Sodium | 840 | mg | Protein | 26 | g | Iron | 2 |
| Total fat | 22 | g | Total Carbohydrate | 32 | g | Vitamin A | 240 | RE | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Stewed Chicken
Makes 6-7 servings
3 to 3½ pound whole chicken fryer or stewing hen Water to cover
1. Wash chicken under cold running water. Remove giblets bag. Clean inside cavity and remove excess skin.
2. Place in deep pot. Add water. Cover and simmer (do not boil) until tender, approximately 2½ hours.
3. Cool. Remove meat from bone and chop.
4. Meat can be used in chicken salad, soups, tacos, and casseroles.
| Calories | 400 | Kcal | Cholesterol | 190 | mg | Sugar | 0 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 160 | mg | Protein | 62 | g | Iron | 2 |
| Total fat | 15 | g | Total Carbohydrate | 0 | g | Vitamin A | 35 | RE | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Stuffed Meat Loaf
Makes 8-10 servings
2 pounds ground meat
celery salt, salt, and pepper to taste
¼ cup ketchup
2 tablespoons egg mix + ¼ cup water (or 1 egg)
½ cup oats
1 small onion, diced
2 medium potatoes, grated
1 carrot, grated
1. Preheat oven to 350ºF.
2. In large bowl combine meat, seasonings, ketchup, egg, and oatmeal.
3. Add diced and grated vegetables and mix well with hands.
4. Put into a loaf pan and cover with foil.
5. Bake at 350º F for 90 minutes or until meat thermometer inserted in center of loaf reads 160ºF.
| Calories | 260 | Kcal | Cholesterol | 90 | mg | Sugar | 2 | g | Calcium | 20 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 180 | mg | Protein | 20 | g | Iron | 2 |
| Total fat | 14 | g | Total Carbohydrate | 11 | g | Vitamin A | 220 | RE | | |
Recipe provided by Marnetta Shrader, Nez Perce, Winchester, ID This recipe has not been tested or standardized by the USDA.
Teriyaki Chicken
Makes 4 servings
2½ pounds chicken
pieces
2 teaspoons ground ginger
½ cup lite soy sauce
½ cup sugar
¼ (20-ounce can) can crushed pineapple, with juice
1 teaspoon black pepper
1 teaspoon garlic powder (or minced garlic clove)
1. Preheat oven to 425ºF.
2. Remove all skin and extra fat from chicken pieces.
3. Put chicken pieces in a 9 x 13 inch baking pan. Combine all remaining ingredients and pour over chicken.
4. Bake, uncovered, for 30 minutes, or until chicken reaches internal temperature of 180ºF.
| Calories | 420 | Kcal | Cholesterol | 160 | mg | Sugar | 26 | g | Calcium | 57 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 910 | mg | Protein | 60 | g | Iron | 2 |
| Total fat | 7 | g | Total Carbohydrate | 29 | g | Vitamin A | 24 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | 0g | g | Vitamin C | 9 | mg | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Texas Hash
Makes 4-6 servings
1 pound lean ground beef
3 large onions, sliced
1 (15.5 ounce) can green beans, drained
1 (15.5 ounce) can tomatoes, drained
½ cup cooked rice
⅛ teaspoon pepper
1 to 2 teaspoons chili powder
| Calories | 290 | Kcal | Cholesterol | 70 | mg | Sugar | 6 | g | Calcium | 67 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 120 | Kcal | Sodium | 370 | mg | Protein | 24 | g | Iron | 3 |
| Total fat | 14 | g | Total Carbohydrate | 17 | g | Vitamin A | 84 | RE | | |
| Saturated fat | 5 | g | Dietary Fiber | 3 | g | Vitamin C | 17 | mg | | |
Recipe provided by Winnie Day, Nez Perce, Reubens, ID This recipe has not been tested or standardized by the USDA.
Tuna Macaroni Salad
Makes 6 servings
1 pound dry macaroni (about 4 cups cooked) 1 (12 ounce) can tuna, drained 1 can black olives, sliced, drained 1 bunch cilantro, chopped 6 stalks celery, sliced thinly 2 small sweet pickles, chopped 1 cup low-fat mayonnaise pepper to taste
1. Cook macaroni according to directions; rinse with cold water; drain well and set aside.
2. In large salad bowl combine all ingredients. Mix well.
3. Refrigerate.
Variation: To lower the fat content: use a fat-free mayonnaise.
| Calories | 250 | Kcal | Cholesterol | 30 | mg | Sugar | 7 | g | Calcium | 83 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 50 | Kcal | Sodium | 800 | mg | Protein | 17 | g | Iron | 2 |
| Total fat | 6 | g | Total Carbohydrate | 33 | g | Vitamin A | 84 | RE | | |
Recipe provided by Colleen Vasquez, San Pasqual Band of Mission Indians (Southern California Tribal
Chairmen's Assoc., Inc.), Valley Center, CA
This recipe has not been tested or standardized by the USDA.
1. In large skillet, cook meat and onion until meat is brown, stirring often. Drain off fat.
2. Stir in green beans, tomatoes, rice, salt, pepper, and chili powder. Heat thoroughly.
Tuna Noodle Casserole
Makes 4 servings
1 (12 ounce) can tuna
1 diced apple
2-3 stalks of celery, chopped
1 onion, chopped
½ (1 pound) package of macaroni, cooked
1 can fat-free creamed soup (any kind)
½ cup crushed crackers
or corn flakes
| Calories | 420 | Kcal | Cholesterol | 30 | mg | Sugar | 12 | g | Calcium | 65 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 40 | Kcal | Sodium | 890 | mg | Protein | 31 | g | Iron | 5 |
| Total fat | 4 | g | Total Carbohydrate | 64 | g | Vitamin A | 50 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | 5 | g | Vitamin C | 10 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Vegetable Beef Casserole
Makes 8-10 servings
1 onion, chopped
1 pound ground beef 1 can tomato soup salt and pepper to taste 2 cans mixed vegetables, drained 1½ cups prepared mashed potatoes ½ cup grated cheese
1. Preheat oven to 350ºF.
2. Brown onion, add ground beef and cook until done. Pour off grease.
3. Add tomato soup, salt and pepper. Heat thoroughly and add mixed vegetables.
4. Pour into casserole dish. Cover with mashed potatoes to edge of casserole. Sprinkle cheese on top.
5. Bake at 350ºF for 20 minutes.
| Calories | 280 | Kcal | Cholesterol | 40 | mg | Sugar | 0 | g | Calcium | 70 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 460 | mg | Protein | 16 | g | Iron | 2 |
| Total fat | 14 | g | Total Carbohydrate | 23 | g | Vitamin A | 640 | RE | | |
| Saturated fat | 5 | g | Dietary Fiber | 2 | g | Vitamin C | 20 | mg | | |
Recipe provided by Alma Herzog, Nez Perce, Kamiah, ID This recipe has not been tested or standardized by the USDA.
1. Preheat oven to 350ºF.
2. Mix all ingredients except crackers and put in pan or casserole dish.
3. Top with crushed crackers.
4. Bake uncovered at 350ºF for 20-25 minutes.
Zesty Cheeseburgers
Makes 5 servings
1 pound ground beef 5 thin slices of cheese ¼ cup barbecue sauce ⅛ teaspoon salt ⅛ teaspoon pepper
1. Shape meat into 5 patties and cook on medium heat on stovetop or grill. While cooking, season burgers with barbecue sauce, salt, and pepper.
2. When burgers are done cooking (internal temperature should reach 160ºF), put a slice of cheese on each burger and cover with lid. Let steam melt cheese.
| Calories | 280 | Kcal | Cholesterol | 85 | mg | Sugar | 2 | g | Calcium | 140 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 170 | Kcal | Sodium | 520 | mg | Protein | 23 | g | Iron | 2 |
| Total fat | 19 | g | Total Carbohydrate | 2 | g | Vitamin A | 70 | RE | | |
| Saturated fat | 9 | g | Dietary Fiber | <1 | g | Vitamin C | 0 | mg | | |
Recipe provided by Coleen C. Windham, Nez Perce, Lenore, ID This recipe has not been tested or standardized by the USDA.
)
SIDE DISHES
Baked Pumpkin
Makes 8 servings
1 small pumpkin, peeled and cut into cubes
1 cup sugar
1 teaspoon salt cinnamon
1. Preheat oven to 325ºF.
2. Place pumpkin cubes in a baking dish and sprinkle with sugar and salt.
3. Cover pan with foil and bake until soft.
4. Sprinkle with cinnamon.
| Calories | 100 | Kcal | Cholesterol | 0 | mg | Sugar | 25 | g | Calcium | 17 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 290 | mg | Protein | 0 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 27 | g | Vitamin A | 46 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | <1 | g | Vitamin C | 2 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
Baked Vegetarian Beans
Makes 6 to 8 servings
1 cup brown sugar
¼ cup prepared mustard
2 (15.5 ounce) cans vegetarian beans
¼ cup all-purpose flour
1½ cups (1½ 12-ounce cans
evaporated milk
Note: Instead of brown sugar you can use ¾ cup molasses.
| Calories | 290 | Kcal | Cholesterol | 10 | mg | Sugar | 39 | g | Calcium | 210 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 40 | Kcal | Sodium | 600 | mg | Protein | 9 | g | Iron | 2 |
| Total fat | 4.5 | g | Total Carbohydrate | 58 | g | Vitamin A | 45 | RE | | |
| Saturated fat | 2.5 | g | Dietary Fiber | 6 | g | Vitamin C | 4 | mg | | |
Recipe provided by Alma Herzog, Nez Perce, Kamiah, ID This recipe has not been tested or standardized by the USDA
1. Preheat oven to 350ºF.
2. Mix all ingredients together.
3. Pour into greased casserole dish.
4. Bake at 350ºF for 40 minutes.
Bugs Bunny's Favorite Snack
Makes 10-12 servings
10 carrots, washed and peeled
¾ cup raisins
Grate carrots, mix with raisins and add mayonnaise.
½ cup mayonnaise
| Calories | 110 | Kcal | Cholesterol | 5 | mg | Sugar | 9 | g | Calcium | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 65 | mg | Protein | 0 | g | Iron | 0 |
| Total fat | 7 | g | Total Carbohydrate | 11 | g | Vitamin A | 890 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | 2 | g | Vitamin C | 2 | mg | | |
Recipe provided by Coleen Windham, Nez Perce, Lenore, ID This recipe has not been tested or standardized by the USDA.
Calabacitas (Skillet Squash)
Makes 6 servings
1 large onion, diced
1 tablespoon vegetable oil
5 small summer squash, cubed
2 roasted, peeled green chiles (or about 1 small can diced green chiles)
1. Sauté onion in oil until soft. Add squash and stir until almost tender
2. Add chiles; simmer briefly.
3. Sprinkle on cheese and stir until melted.
¾ cup shredded cheese
| Calories | 100 | Kcal | Cholesterol | 15 | mg | Sugar | 3 | g | Calcium | 130 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 115 | mg | Protein | 4 | g | Iron | 0 |
| Total fat | 7 | g | Total Carbohydrate | 5 | g | Vitamin A | 60 | RE | | |
| Saturated fat | 3.5 | g | Dietary Fiber | 1 | g | Vitamin C | 6 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
Green Bean and Tomato Salad
Makes 4 servings
1
can green beans
1can tomatoes, chopped
⅓ cup sliced onions
1 tablespoon spicy mustard
¼ teaspoon pepper
3 tablespoons vinegar
2 tablespoons vegetable oil
¼ teaspoon salt
1. Drain green beans and tomatoes.
2. Mix all ingredients together.
3. Cover and refrigerate until ready to use.
| Calories | 100 | Kcal | Cholesterol | 0 | mg | Sugar | 5 | g | Calcium | 55 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 60 | Kcal | Sodium | 560 | mg | Protein | 2 | g | Iron | 2 |
| Total fat | 7 | g | Total Carbohydrate | 90 | g | Vitamin A | 80 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | 3 | g | Vitamin C | 20 | mg | | |
Healthy Spaghetti Sauce
Makes 10 servings
1 tablespoonvegetable oil
¾ cup onion, chopped ¼ teaspoon garlic powder ¾ cup green pepper, chopped
2 (15.5 ounce) cans tomatoes
2 (15.5 ounce) cans tomato sauce
2 bay leaves
1 teaspoon basil ¼ teaspoon pepper ¼ teaspoon thyme
1 poundground beefor ground turkey
1. Heat oil in large saucepan over medium heat.
2. Add onion, garlic powder, and green pepper. Heat 2 minutes, stirring occasionally.
3. Mash tomatoes into small pieces. Add tomatoes and tomato sauce to pan.
4. Add spices to tomato mixture. Cover and bring to a boil. Reduce heat and simmer.
5. Brown ground meat in skillet. Place in colander or strainer and pour hot water over meat, catching water in sink or large bowl.
6. Add meat to tomato sauce mixture and continue to simmer another 20 minutes.
7. Remove bay leaves and serve over pasta or rice.
| Calories | 260 | Kcal | Cholesterol | 30 | mg | Sugar | 4 | g | Calcium | 60 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 130 | Kcal | Sodium | 650 | mg | Protein | 11 | g | Iron | 2 |
| Total fat | 15 | g | Total Carbohydrate | 22 | g | Vitamin A | 170 | RE | | |
| Saturated fat | 4.5 | g | Dietary Fiber | 4 | g | Vitamin C | 30 | mg | | |
Recipe provided by Gloria Goodwin, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Spaghetti Seasoning Mix
Makes 13 teaspoons of seasoning
1 tablespoon dried minced onion
1 tablespoon parsley flakes
1 tablespoon cornstarch ¼ teaspoon garlic powder
1 teaspoon sugar
1 teaspoon oregano
1. Combine all ingredients and store in small air tight bag.
2. Label and store in cool dry place. Will stay fresh for 6 months. Add to cold food and then heat. (Try on pizza, lasagna, and cheeseburger pie!)
Recipe provided by Denelle Martin & Nancy Patterson, Gila River Indian Community FDP This recipe has not been tested or standardized by the USDA.
Spanish Rice
Makes 6 servings
2 tablespoons vegetable oil ½ cup chopped green pepper
¼ cup chopped onion
1 teaspoon garlic powder
1 teaspoon chili powder
1 teaspoon ground red pepper
1 teaspoon salt
⅛ teaspoon black pepper
1 cup uncooked rice
1 (15.5 ounce) can tomatoes, chopped and undrained
2 cups water
| Calories | 140 | Kcal | Cholesterol | 0 | mg | Sugar | 3 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 30 | Kcal | Sodium | 410 | mg | Protein | 2 | g | Iron | 1 |
| Total fat | 3.5 | g | Total Carbohydrate | 24 | g | Vitamin A | 184 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 1 | g | Vitamin C | 9 | mg | | |
Recipe provided by Menominee Tribe of Wisconsin
This recipe has not been tested or standardized by the USDA.
Vegetable Salad
Makes 14 servings ¾ cup vinegar ½ cup vegetable oil
1 cup sugar
1 tablespoon water salt and pepper to taste
1 cup celery, diced
1 cup green pepper, diced
1 cup onion, diced
1 (15.5 ounce) can corn, drained
1 (15.5 ounce) can peas, drained
1 small jar pimentos, drained
| Nutrition Information for each serving: | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Calories | 180 | Kcal | Cholesterol | 0 | mg | Sugar | 17 | g | Calcium | 15 | mg |
| Calories from fat | 70 | Kcal | Sodium | 200 | mg | Protein | 2 | g | Iron | 0 | mg |
| Total fat | 8 | g | Total Carbohydrate | 26 | g | Vitamin A | 30 | RE | | | |
| Saturated fat | 1 | g | Dietary Fiber | 2 | g | Vitamin C | 20 | mg | | | |
Recipe provided by Agnes Rich Snyder, Nez Perce, Nezperce, ID
This recipe has not been tested or standardized by the USDA.
1. Brown green pepper and onion in oil until tender.
2. Stir in the spices, rice, tomatoes with juice, and water.
3. Cover and cook over low heat for 20 minutes or until rice is done.
1. Boil the vinegar, salad oil, sugar, water, salt, and pepper for 1 minute. Cool.
2. Pour over the vegetables and pimientos.
3. Refrigerate at least two hours to allow flavors to blend.
DESSERTS
Baked Rice Custard
Makes 6 to 8 servings
½ cupegg mix+ 1 cup water
(or4 eggs, beaten)
¼ teaspoon salt ⅓ cup sugar
2 teaspoons vanilla
1 cupinstant non-fat dry milk+ 3 cups
water (or3 cups non-fat milk)
1½ cups cookedrice
1. Preheat oven to 300ºF.
2. Combine all ingredients. Pour into a buttered 2 quart baking dish.
3. Bake uncovered at 300ºF for 30 minutes.
4. Stir to mix rice. Return to oven and bake for 1 to 1½ hours longer.
Variations: Add ¼ teaspoon cinnamon and/or ½ cup raisins.
| Calories | 160 | Kcal | Cholesterol | 110 | mg | Sugar | 13 | g | Calcium | 120 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 40 | Kcal | Sodium | 150 | mg | Protein | 7 | g | Iron | 0 |
| Total fat | 4.5 | g | Total Carbohydrate | 22 | g | Vitamin A | 100 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | <1 | g | Vitamin C | 0 | mg | | |
Recipe provided by USDA, FNS, Boise, ID
This recipe has not been tested or standardized by the USDA.
Blueberries N' Cheese Pie
Serves about 10
Prepared graham cracker crust 1 (8 ounce) package reduced fat cream cheese 1 tablespoon + 1 teaspoon instant non-fat dry milk + ¼ cup water (or ¼ cup non-fat milk) 2 tablespoons powdered sugar 1 (21 ounce) can blueberry pie filling fat-free whipped topping
1. Chill graham cracker crust in refrigerator.
2. In a small bowl, beat the cream cheese, milk, and powdered sugar until smooth. Spread evenly over the chilled crust.
3. Spread the pie filling over the cream cheese and chill until firm.
4. Spread whipped topping on top of pie.
5. Sprinkle the top with graham cracker crumbs, if desired. Chill until serving time.
| Calories | 320 | Kcal | Cholesterol | 40 | mg | Sugar | 28 | g | Calcium | 35 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 180 | Kcal | Sodium | 250 | mg | Protein | 3 | g | Iron | 2 |
| Total fat | 20 | g | Total Carbohydrate | 35 | g | Vitamin A | 190 | RE | | |
| Saturated fat | 9 | g | Dietary Fiber | 1 | g | Vitamin C | 0 | mg | | |
Recipe provided by Gwen Kjervestad, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA
Mixed Fruit Cake
Makes 16 servings
1½ cups sugar
¼ cup egg mix
+ ½ cup water pinch of salt
2 cups all-purpose flour
2 teaspoons baking soda
1 canMixed Fruit, undrained
½ cup brown sugar
1. Preheat oven to 350ºF.
2. Beat together sugar, eggs, salt, flour, and baking soda.
3. Add fruit cocktail. Pour into greased and floured 9 x 13 inch pan.
4. Mix brown sugar and nuts and sprinkle over top.
½ cup chopped nuts
5. Bake at 350ºF for 50 minutes.
| Calories | 220 | Kcal | Cholesterol | 30 | mg | Sugar | 32 | g | Calcium | 20 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 25 | Kcal | Sodium | 190 | mg | Protein | 4 | g | Iron | 2 |
| Total fat | 3 | g | Total Carbohydrate | 46 | g | Vitamin A | 20 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | 1 | g | Vitamin C | 2 | mg | | |
Recipe provided by Alma Herzog, Nez Perce, Kamiah, ID
This recipe has not been tested or standardized by the USDA.
Grape Dumplings
Makes 18 Dumplings
3 cups baking mix (see page 15)
1 cup instant non-fat dry milk + 3 cups water (or 3 cups non-fat milk)
5 cups canned grape juice
1. Mix baking mix and milk. Stir well.
2. Boil grape juice and drop baking mix by the tablespoon into boiling grape juice.
3. Cover and let dumplings boil for 12 minutes.
4. Serve hot or cold as a dessert or side dish.
| Calories | 130 | Kcal | Cholesterol | 5 | mg | Sugar | 8 | g | Calcium | 80 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 25 | Kcal | Sodium | 230 | mg | Protein | 3 | g | Iron | 0 |
| Total fat | 3 | g | Total Carbohydrate | 21 | g | Vitamin A | 25 | RE | | |
| Saturated fat | 0.5 | g | Dietary Fiber | <1 | g | Vitamin C | 20 | mg | | |
Recipe provided by Martina Minthorn, Elgin, OK
This recipe has not been tested or standardized by the USDA.
(or2 eggs)
Snacking Cake
Makes 6 servings
1½ cups baking mix (see page 15)
⅓ cup sugar ½ cup water
2 tablespoons vegetable oil or canned applesauce
2 tablespoons egg mix + ¼ cup water (or1 egg)
1. Preheat oven to 350ºF.
2. Spray 9 x 9 inch pan with nonstick cooking spray.
3. Combine baking mix and sugar in a large bowl. Add water, oil (or applesauce), egg, and vanilla.
4. Spread batter into pan.
½ teaspoon vanilla
5. Bake at 350ºF for 25 minutes.
| Calories | 230 | Kcal | Cholesterol | 35 | mg | Sugar | 11 | g | Calcium | 35 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 90 | Kcal | Sodium | 380 | mg | Protein | 3 | g | Iron | 0 |
| Total fat | 10 | g | Total Carbohydrate | 30 | g | Vitamin A | 15 | RE | | |
| Saturated fat | 2 | g | Dietary Fiber | <1 | g | Vitamin C | 0 | mg | | |
Recipe provided by Denelle Martin and Nancy Patterson, Gila River Indian Community FDP, Sacaton, AZ This recipe has not been tested or standardized by the USDA.
Pumpkin and Corn Dessert
Makes 6 servings
1 small pumpkin
2 ears corn, cut from cob or
1 (15.5 ounce) can corn
½ cup whole wheat flour
Sugar or honey
1. Preheat oven to 350ºF.
2. Peel, seed, and slice pumpkin. Cover with water and simmer until tender.
3. Place corn kernels in pie tin and bake for 15 minutes.
4. Add corn to pumpkin. Add flour, stirring constantly over low heat until mixture thickens. Add sugar or honey to taste. Serve hot.
| Calories | 80 | Kcal | Cholesterol | 0 | mg | Sugar | 6 | g | Calcium | 44 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 140 | mg | Protein | 2 | g | Iron | 0 |
| Total fat | 0 | G | Total Carbohydrate | 18 | g | Vitamin A | 70 | RE | | |
| Saturated fat | 0 | G | Dietary Fiber | 1 | g | Vitamin C | 5 | mg | | |
Recipe provided by http://www.cookingpost.com
This recipe has not been tested or standardized by the USDA
, drained
Strawberry Jam (No Added Sugar)
Makes 1¾ cups
¾ cup diet lemon-lime soda 1 package (3 ounces) sugar-free strawberry flavored gelatin 1½ teaspoons lemon juice 1 cup mashed fresh or unsweetened frozen strawberries
1. In a saucepan, bring soda to a boil. Remove from heat; stir in gelatin until dissolved.
2. Stir in lemon juice and strawberries.
3. Pour into jars or plastic containers.
4. Cover and refrigerate up to 3 weeks. Do not freeze.
| Calories | 10 | Kcal | Cholesterol | 0 | mg | Sugar | 4 | g | Calcium | 1 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 4 | mg | Protein | 0 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 2 | g | Vitamin A | 0 | RE | | |
Recipe provided by Nez Perce Cookbook
This recipe has not been tested or standardized by the USDA.
Strawberry Yogurt Tarts
Makes 6 servings
6 prepared graham cracker tart shells 1 carton (8 ounces) strawberry yogurt 2 cups fat free whipped topping 1 pint fresh strawberries, sliced
1. Arrange tart shells on a serving platter.
2. In a small bowl, blend yogurt and 1 cup whipped topping. Spoon the yogurt mixture into the crusts.
3. Arrange strawberry on top of the yogurt.
4. Garnish with remaining whipped topping.
5. Chill 1 hour, or until firm.
Variations: Use banana slices or pineapple chunks instead of strawberries. Also, try using different flavors of yogurt.
| Calories | 210 | Kcal | Cholesterol | 20 | mg | Sugar | 14 | g | Calcium | 90 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 80 | Kcal | Sodium | 160 | mg | Protein | 3 | g | Iron | 0 |
| Total fat | 9 | g | Total Carbohydrate | 29 | g | Vitamin A | 100 | RE | | |
| Saturated fat | 4 | g | Dietary Fiber | 1 | g | Vitamin C | 30 | mg | | |
Recipe provided by Gwen Kjervestad, White Earth Band of Chippewa, Mahnomen, MN This recipe has not been tested or standardized by the USDA.
Sugar-Free Pear Butter
Makes 4 cups
4 quarts water (1 gallon) ½ cup lemon juice, divided 4 pounds firm ripe pears, (about 10 large)
⅔ cup white grape juice or
canned apple juice
2 teaspoons ground cinnamon 1 teaspoon ground cloves ¼ teaspoon ground allspice 8 to 10 packets artificial sweetener
1. In a large pot, combine water and ¼ cup lemon juice. Peel, core, and quarter the pears, placing them in lemon juice mixture to stop browning, until all have been peeled. Drain liquid from pot.
2. Add grape or apple juice and remaining lemon juice; bring to a boil. Reduce heat to medium; cover and cook until pears are soft, about 20 minutes, stirring occasionally. Cool.
3. Press through a sieve or food mill, or process in a blender or food processor until smooth. Return puree to pot.
4. Add spices and sweetener. Adjust sweetener to taste.
5. Pour into clean jars or plastic containers. May be refrigerated for up to 3 weeks.
6. For longer storage time, use proper canning procedures.
| Calories | 20 | Kcal | Cholesterol | 0 | mg | Sugar | 3 | g | Calcium | 5 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 0 | Kcal | Sodium | 0 | mg | Protein | 0 | g | Iron | 0 |
| Total fat | 0 | g | Total Carbohydrate | 5 | g | Vitamin A | 0 | RE | | |
| Saturated fat | 0 | g | Dietary Fiber | <1 | g | Vitamin C | 6 | mg | | |
Recipe provided by Nez Perce cookbook
This recipe has not been tested or standardized by the USDA.
Upside-Down Cobbler
Makes 8 servings
1 (15.5 ounce) can of any canned fruit 1 cup baking mix (see page 15)
½ cup water
¼ cup vegetable oil
1. Preheat oven to 350ºF.
2. Drain and pour fruit into 8 x 8 inch pan.
3. Combine baking mix, water, oil, and sugar. Pour mixture over fruit.
½ cup sugar
4. Bake for 25 minutes at 350ºF. Excellent served while hot with ice cream.
| Calories | 170 | Kcal | Cholesterol | 0 | mg | Sugar | 23 | g | Calcium | 30 |
|---|---|---|---|---|---|---|---|---|---|---|
| Calories from fat | 40 | Kcal | Sodium | 120 | mg | Protein | 2 | g | Iron | 0 |
| Total fat | 4.5 | g | Total Carbohydrate | 30 | g | Vitamin A | 60 | RE | | |
| Saturated fat | 1 | g | Dietary Fiber | <1 | g | Vitamin C | 2 | mg | | |
Recipe provided by Alma Herzog, Nez Perce, Kamiah, ID
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BOSTON
From the beginning to … the tallest skyscraper in Boston (3.40).
Before you watch
1. Answer these questions.
1. When did the American Colonies become independent from Britain?
2. What is this rebellion called?
3. What does the name Little Italy refer to?
2. Match these names to their definitions.
tower, trail, square, pond, street festival, waterfront, outdoor activity, rowing competition
1. special event celebrated in the open air
……………………
2. something you do in the open air
……………………
3. sports event involving boats
……………………
4. path in a urban or natural place
……………………
5. large area surrounded by buildings
……………………
6. small natural or artificial lake
……………………
7. tall building
……………………
8. part of a town next to the sea
……………………
While you watch
3. Number these places in the order you see them.
_____ Frog Pond
_____ Back Bay
_____ Freedom Trail
_____ Trinity Church
__1__ Quincy Market
_____ North End
_____ Old State House
_____ Boston Common
_____ John Hancock Tower
_____ Bunker Hill Monument
4. UP TO NOW. Match the beginnings and ends of the sentences.
From Very tall buildings (3.41) to the end.
5. Mark the sentences true (T) or false (F).
6. UP TO NOW. Where can you do these activities?
Boston Aquarium, Charles River, Charles River Esplanade, Fenway Park, all over the city
7. Decide if these places hold a record for Boston or the USA.
| | | in Boston |
|---|---|---|
| Boston Common | The oldest public park | |
| Fenway Park | One of the oldest baseball parks | |
| The Red Sox | The best baseball team | |
| John Hancock Tower | The tallest skyscraper | |
| Old State House | The oldest public building | |
| Harvard College | The oldest university | |
8. Brainstorming
Boston is also a modern city. List all the modern things you can see in the city.
9. Dialogue
You meet an Italo-American and you talk to him. Complete the dialogue.
You:
Where do your grandparents come from?
He/She: …...............................
You:
Where do you live?
He/She: …...............................
You: Do you still eat Italian food and keep Italian traditions alive?
He/She: …...............................
You: Do you like living in Boston?
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Essentials for Spiritual Leadership Leader's Guide
EXPLORING DISCIPLESHIP
LESSON 9: MULTIPLYING LEADERS
INTRODUCTION
This lesson is part of a Discipleship Essentials module titled Exploring Discipleship. This series of lessons studies the spiritual formation of a follower of Jesus Christ – the process referred to as discipleship. The discipleship process occurs after someone comes to faith in Jesus Christ, beginning with a desire to live out God's plan for their life. When we undertake the task of helping a new believer to grow in their faith, we are said to disciple them. This material will benefit anyone wanting to disciple others, especially those who are practising evangelism, following up with new believers and helping them grow in their faith. Discipleship is the duty of every believer, especially those in spiritual leadership!
INTENDED AUDIENCE
The intended audience for these lessons is new Christians, those who would like a refresher on the basics of Christianity, as well as those preparing to teach these Christian practices and beliefs. Also, those with an interest in Christian thought will find value in these lessons as they pertain to daily living and choices.
The Leader's Guide is intended to help you as a leader in your preparation. These lesson outlines may be used in conjunction with other Discipleship Essentials materials found online at www.discipleshipessentials.org.
EXPLORING DISCIPLESHIP
LESSON 9: MULTIPLYING LEADERS
LEADER'S NOTE
PURPOSE
This lesson addresses the need to multiply leaders as well as disciples. It will explain why training others in leadership is necessary, and how to effectively prepare someone to become a leader.
Often people see potential in others and will invest time in their lives in order to see that potential realized. Other people may see the potential, but are more reserved and unsure how to help them. Sometimes leaders are afraid to assign responsibility to others for fear they won't do the job properly. These are some of the fears we may face as we establish, train and encourage new leaders. The truth is that we cannot do all the work ourselves; we will accomplish more for the Kingdom of God through training other leaders to partner with us. Each culture may react to the leadership role differently, because some people are more hesitant to assume its risks and work. Help your group see the necessity of leading others, and encourage them to multiply themselves in this way.
INTRODUCTION
Select two or three of the following questions to ask the group.
❖ Are people around you eager or hesitant to become leaders? What are the dangers when everyone wants to lead? What are the downfalls when no one wants to be a leader?
❖ What are some qualities that make a great leader? Is everyone able to be a leader or do you need to have special gifts?
❖ Tell the group about a time when you encouraged someone to try something new, or to take on a new set of responsibilities. What happened? Were they successful?
❖ What is the best piece of advice you have ever received from a relative? How eager are you to receive advice from your family?
STUDY
Instruct the group on the following points.
TEACH
❖ Many Hands: There is a saying in English that 'many hands make light work', meaning that the work is easier if there are many helpers. You probably know this to be true in your life. However, sometimes the opposite is true when too many people are assigned to one task. Without good leadership it can become overly complicated. (You may wish to insert a personal anecdote to illustrate this idea.)
- One Body, Many Parts: God's intention is that the church be made up of many people sharing the work of the Gospel under wise leadership. This concept is seen throughout scripture. We are not to carry any burden alone – leadership included!
o 1 Corinthians 12:14-16
o Galatians 6:2
o Proverbs 11:14
❖ A Leadership Problem: Our churches and ministries become weak when there is only one leader with vision trying to do all the work alone! This problem is actually a lack of leadership and it may have many causes, but it is not a new problem!
- Moses was chastised by his father-in-law for not building up others in leadership and giving them permission and authority to lead.
ASK PARTIPCIANTS
Divide your participants into small groups of 3-4 to read the following passage and answer the questions together. Each group can then present their answers to the class as a whole. Alternatively, you may assign this reading to each person individually, or simply discuss as a class. Some may enjoy dramatizing the passage by selecting two participants to read the parts of Jethro and Moses, and another to read the connecting narrative parts.
Read Exodus 18:13-27.
o What was Moses doing? Why did Jethro say that what he was doing was wrong?
o What was Jethro's solution? How did Moses put it into practise?
o How did Moses select other leaders?
o What were the benefits of making new leaders?
- Levels of Leadership: There are several examples in the Bible that show the wisdom of sharing the work load. The following verses are just a few examples of how leadership and tasks are divided so that each person does not become overwhelmed:
o Deuteronomy 1:15
o Acts 6:2-6
o Numbers 11:16-17
TEACH
❖ Identifying Potential Leaders: In order for your ministry to survive and for God's work to be done effectively, each leader must be developing other leaders. Not everyone will become a top level leader, but many can lead in smaller ways and be encouraged to further their leadership development. But who do you choose? And when are they ready?
- Careful Observation: You probably have people around you who can be encouraged to take on more than they are currently doing. Those who have been faithful with what they have can be entrusted with more (Matthew 25:21).These potential leaders should meet the following criteria:
o Followers: They are faithfully and obediently following the leaders in their life, and demonstrate a spirit of obedience rather than rebellion.
o Visionaries: They have ideas, vision or dreams of ways to do the work more effectively. They may suggest solutions to problems. They may have failed, but are still willing to take risks and move forward. Visionaries and risk takers show great leadership potential. They choose not to let fear stop them from action.
o Respected: They demonstrate respect to others, and are respected by those around them. They don't have to be perfect, but they should demonstrate the ability to form good relationships with others.
o Faithful: They should be faithful people who put their trust in God and seek Him for wisdom. Faithfulness is also evident in a person's dependability and followthrough.
- Biblical Qualifications: God's Word has much to say about selecting leaders. No one is perfect, but a person should demonstrate godly living before they are assigned to lead others. Look at the following passages that outline some Biblical advice on who should lead:
o 1 Timothy 3:1-13
o 1 Peter 5:2
o Titus 1:7
❖ Inviting Potential Leaders: Many people may not see themselves as a leader. That's okay! In fact, sometimes the people who are accustomed to serving, rather than having others serve them, make the best leaders! These are the people you should invite to join you in leadership – but they will require encouragement and equipping.
- Encouraging: Once you have identified someone who could be trained to take on leadership, they will need encouragement.: Set up a meeting with them in which you will:
o Let them know your desire to multiply leadership.
o Let them know the potential you see in them.
o Let them know you believe in them.
- Equipping: A leader is not the same as a worker or volunteer. A leader is someone who has vision – knowing where they want to go – and inviting others to follow them. Their vision might target a new way to serve, or a renewed passion for sharing the
Word of God. A leader must be capable of making difficult decisions, guiding others, and being a person of influence. They need to possess the following attributes:
o Responsibility to oversee a specific area of ministry whether large or small.
o Authority to make decisions affecting that area of ministry.
o Knowledge of the purpose and scope of their ministry, the personnel involved, and how their area fits into the bigger picture.
- Emancipating: When you invite someone to take on an area of leadership (maybe it is a worship team, a small Bible study, an evangelism team, hospitality group or a new church plant), you must release them and allow them to make mistakes. This means:
o Letting go of some control of that area (which may be very hard).
o Allowing them to learn from failure (we sometimes learn best this way).
o Allowing things to be done in a different way (God will use their particular gifts and personality which are not the same as yours).
❖ Stages of Leadership Development: Once a leader has been identified and invited to lead, they should receive some training. The four stages of this leadership training will allow the person to transition from being a follower to becoming one who can assume the necessary responsibility and authority of leadership. This is discipleship for leadership.
1. Watch Me: At this stage, the potential leader should watch someone else lead and pay careful attention. They should be invited to observe a leader in the environment of their possible area of leadership.
2. Do It With Me: At this stage, the potential leader should be invited to lead alongside the existing leader. This could involve leading a small portion of a Bible study, followed by feedback on how they did.
3. I'll Watch You: Once the potential leader has gained experience alongside someone else, they are likely ready to lead by themselves. This should begin with a period of observation, where the existing leader can give feedback, encouragement, advice and further training to the potential leader.
4. Do It Without Me: Finally, the new leader begins to lead on their own. They still require encouragement, and sometimes advice, but they should be able to successfully lead others.
❖ Following Jesus: This path of identifying, inviting and training leaders mirrors how Jesus Christ trained His disciples.
- Jesus' disciples first observed what He taught and did (Matthew 11:1).
- Jesus invited His disciples to participate in the work – they helped serve lunch to the people, and picked up pieces of bread left over after it had miraculously multiplied (Mark 8:1-10).
- Jesus then sent out the disciples in pairs to teach and perform miracles. Jesus gave them responsibility and authority (Matthew 10:1-15).
- Jesus left the disciples to do the work He had given them on earth, and did not leave them unequipped. He sent them the Holy Spirit (Acts 1:8).
❖ Multiplying Leadership: When we develop new leaders, they can do more work for the Kingdom of God than we could alone. When they in turn identify and train new leaders, the work done grows even more. Think of it this way – when you willfully choose not to multiply leaders, you are hindering the potential work of the Gospel! How can you be praying for new leaders? (Matthew 9:37-38)
DISCUSSION
❖ What hinders people from taking on leadership roles, or from being successful in them? How could you as a discipler help ease this transition?
❖ When have you experienced failure or difficulty as a leader? What did you learn from this experience?
❖ What areas of leadership or responsibility do you have in your life right now? How could you share some of this responsibility with another person?
❖ What are the benefits of Jesus' model of training leadership? Have you experienced this model in your own life? Where could it be used successfully?
❖ Why is it important to consider the Biblical qualifications for leadership – especially for positions of teaching or pastoring others? If someone you identify as a potential leader does not meet all the Biblical qualifications, what can you do?
PRAYER
Close with a time of prayer. Pray that your participants will eagerly anticipate raising up leaders to share in the work of the Gospel, and to lead and disciple many others in the truth of the Lord Jesus Christ. Pray that God would raise up labourers to work in the harvest, and that He would grant wisdom in identifying the individuals to take on this work. | <urn:uuid:c26853a1-20d3-40e7-bd39-fb5675affa6b> | CC-MAIN-2023-06 | https://674f2364180cbc652cb3-70b4cd077e74ae490af616bad71b53e6.ssl.cf2.rackcdn.com/492694.pdf?site=twr360 | 2023-02-02T07:47:40+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499967.46/warc/CC-MAIN-20230202070522-20230202100522-00084.warc.gz | 91,409,438 | 2,603 | eng_Latn | eng_Latn | 0.994048 | eng_Latn | 0.994294 | [
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Queen of Apostles School
HOMEWORK POLICY
RATIONALE
Queen of Apostles School believes that homework is a part of the whole school learning program and an important aspect of primary school education. It helps maintain communication between the school and home on the child's academic growth and reinforces basic skills and concepts taught in class. Homework should be regular, relaxed and non-threatening. Children should be given homework, which involves familiar concepts or skills. Teachers may vary in the content given for homework depending on the needs of the children and the type of work covered in each year level. Homework should provide a time for parents to positively reinforce and encourage their children's efforts. Children need to be given time to relax and recharge after a busy day at school, therefore, time out to play and become involved in extra-curricular activities is seen as important in the development of an active, balanced and healthy lifestyle. Children need to take responsibility for the completion of set homework. The school values and understands that family and special occasions may mean that homework is not always completed and that these are also important learning experiences.
PRINCIPLES
Students will:
- Demonstrate independence and ownership of their own learning.
- Review class work and accept responsibility for completing unfinished tasks set in school time.
- Confidently complete clear, relevant and purposeful homework assignments.
- Demonstrate an understanding of concepts taught in class to complete set homework.
- Develop a routine which supports regular, independent study habits.
PROCEDURES
1. Homework will be set to be completed by students from Monday to Thursday. If students chose to complete homework over a weekend, it is at their discretion.
2. Students in Year 6 will be provided with more independent activities for homework, which aim to prepare them for High School. This may involve research, assignments, individual learning area work and finishing class work.
3. Students in Years 1 – 5 will be required to complete a Homework Grid, based on the research of Ian Lillico, over the course of a two week period.
4. One aspect of the grid is for students to read to a parent on a nightly basis.
5. Students in the Junior Primary may also be required to complete Spelling/Sightword Lists on a nightly basis.
Written: 2010
Reviewed:
6. The Homework Grid should incorporate opportunities for families to participate in other commitments such as sport and recreational activities.
7. The Homework Grid should broaden the types of activities that children are asked to complete giving them life skills as well as acadamic opportunity to cope with life beyond home and school.
8. Activities included in the Homework Grid encompass:
-
Reading (both independent and being read to)
- Reflecting knowledge from classroom programs
- Physical Activity (walking the dog, kicking a football)
- Housework/Chores and Shopping
- Art Appreciation (eg drawing, needlework, scrapbooking etc)
- Family Activities (eg playing a board game)
- Assignments/Project Research
- Meditation/Spiritual Relaxation (eg prayer time, attending Mass)
- Cultural Appreciation (eg playing a musical instrument, attending a concert)
9. Homework Grids will be targeted to specific year levels and will not only develop selfdiscipline and pride in academic achievements but also the formation of good habits, responsibility, positive family interactions and increased physical activity.
10. Homework is a means of forming good habits for later life and to encourage self-discipline, self-reliance and a greater sense of responsibility.
11. Students in Years 1 and 2 should be completing about 20 minutes per night
12. Students in Years 3 and 4 should be completing about 30 minutes per night
13. Students in Years 5 and 6 should be completing between 45 minutes to 1 hour each night.
14. The classroom teacher will explain and ensure that all students clearly understand the expectations of completing their homework.
15. Parents should be encouraged to provide a comfortable, well lit and quiet place in which their child completes homework.
16. Year 5 and 6 students should be using Student Diaries to help remind them of tasks needing to be completed. Parents must check diaries regularly and teachers sign them once a week.
17. Homework grids must be signed by parents and given to the teacher by the due date.
18. If homework is unable to be completed parents are to provide a note to the teacher informing them of this or if the student is finding the set homework difficult, discuss this with the classroom teacher.
19. The teacher will communicate any concerns regarding homework to parents.
20. Each teacher's Homework Plan shall be consistent with the principles and procedures outlined in this policy.
21. The principles of this policy need to be presented at the Parent Teacher Information night. | <urn:uuid:cca192c3-1822-4d72-91ca-01175b2ea8c3> | CC-MAIN-2021-21 | https://www.qoa.wa.edu.au/pdf/policies/policy_homework.pdf | 2021-05-05T20:56:57+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00528.warc.gz | 1,021,676,733 | 963 | eng_Latn | eng_Latn | 0.997314 | eng_Latn | 0.997655 | [
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On School Benches
Heaven forbid that our little parishioners attend an English, Protestant school!
There was only one school, dating from 1875, and it was on the Hamilton farm. It served the children of Scots and English colonists. But for parish priest Samuel Ouimet, it was unthinkable that French Catholic children be integrated into it.
During a special meeting held in 1880, the proposal to separate from the Arundel school board and build a school close to the presbytery-chapel was accepted. At a cost of $400, a 25- by 30-foot house with a mansard roof was built. For this single classroom, the first female teacher of Saint-Jovite 1 , Madame Isidore Légaré, accepted children from first to seventh grade. While in the early day of the colony teachers were required to be unmarried, Madame Légaré was exempted from this rule because of a shortage of potential employees. She received an annual salary of $80.
Over a period of ten years, other range schools were built, as well, to ensure primary schooling to children living far from the village.
It was rare, however, for pupils to pursue their education past fifth grade, because their parents needed them on the farm to do agricultural and domestic chores. School attendance was also influenced by inclement weather and the long distances the youngsters traveled on foot.
Advised by the bishop, Monseigneur Duhamel, parish priest Samuel Ouimet asked, in 1890, the Filles de la Sagesse – nuns whose name translates as the "daughters of wisdom" and who were devoted to teaching – to instruct the children. The priest offered them five arpents of land (about 4.23 acres) belonging to the parish corporation, $300, and heating for ten years. But they had to build the building at their own expense. It cost them $1,800! It was a fortune at the time. Arriving straight from France, four nuns moved into the new wooden convent built by their community. When it was inaugurated, there were already 60 children registered. Four years later, with the addition of a boarding facility, grades one to eight were offered to girls from wealthier families from outside the village. The curriculum included music, "domestic economy" and the art of housekeeping.
The education of boys was more difficult. It was only in 1902 that four men from the religious order the Frères du Sacré-Cœur (Brothers of the Sacred Heart) established themselves on the main floor of the town hall. Dissatisfied with their accommodations and the material conditions in which they worked, they left four years later. While lay teachers continued to teach the older boys, the fifty or so youngest boys were entrusted to the nuns. As the years passed, there were more and more students. Classes were packed and the nuns had to perform miracles to accept them all.
1 Saint-Jovite is the name of one of the former municipalities which merged to form what is today the Ville de MontTremblant.
In the end, the Frères du Sacré-Cœur returned in 1931. They set themselves up in the former municipal room, now renovated, of the town hall, in spite of opposition from the State which still considered the premises unhealthy.
School life passed peacefully, punctuated by retreats at the start of the year, hockey practice on the rink built by the Chevaliers de Colomb (Knights of Columbus), and spring sugaring off parties. This continued until March 30, 1941, when a terrible fire changed everything. The Frères lost all their belongings in it. To deal with the urgent situation and so that classes could continue, the merchants loaned out their premises (the blacksmith's forge, the general store, and even the funeral parlour in which the dead were embalmed). Conditions were dreadful, particularly because of the cold; the students froze, in spite of the well-tended stove.
Happily, a new school was erected the following year on the same site and student life slowly returned to normal. The building housed five classes and could accommodate more than one hundred students. The facility, bigger and more modern, allowed a 10th grade class to be opened, theatrical works to be organized, and a choir to be formed.
In the early 'sixties, the old range schools closed their doors. The convent of the Filles de la Sagesse was demolished in 1962. The centre of the village boasted four new establishments which served, until the high school was built, to house both the young primary school children and the older secondary school students.
While the Frères du Sacré-Cœur left in 1962, it was not until 2002, after more than one hundred year of educational and pastoral services, that the Filles de la Sagesse left us for good.
Research and writing: Société du Patrimoine SOPABIC, heritage society Translation: Anne Johnston
Legend: "Les croisées" in front of the convent of the Filles de la Sagesse.
Source: collection of the Société du Patrimoine SOPABIC
Legend: Starting in 1902, education of boys took place in the town hall, which was built in 1899.
Source: collection of the Société du Patrimoine SOPABIC
Source: collection of the Société du Patrimoine SOPABIC | <urn:uuid:9415738d-4697-4ff8-8973-156705edccb2> | CC-MAIN-2021-21 | https://www.villedemont-tremblant.qc.ca/public_upload/files/culture/circuit%20patrimonial/sur-les-bancs-decole-ang.pdf | 2021-05-05T21:32:01+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00530.warc.gz | 1,124,384,439 | 1,129 | eng_Latn | eng_Latn | 0.9845 | eng_Latn | 0.998827 | [
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Fishing for Answers – how does stress affect behavior in a threatened species?
Author: Lydia Wassink
Grade level: 7 th – 9 th (see basic questions) or 10 th – 12 th (see advanced questions)
Class size: 15 – 30
Setting: computer lab (or students bring laptops)
Time needed: 50 minutes
Equipment needed: student), calculators
Computers with internet access (1 per student), graphing paper (1 or 2 sheets per
Objectives
Composite learning objective: Students will comprehend the connection between environmental stressors and relevance for wildlife conservation, through investigating the effect of temperature on swimming activity in lake sturgeon larvae.
Knowledge outcomes:
- Students can explain why stress affects behavior, and more specifically, why changes in temperature affect lake sturgeon.
- Students can describe the importance of understanding how environmental stressors affect wildlife populations.
Skill outcomes:
- Students can collect data from a video of lake sturgeon larvae swimming activity.
- Students can calculate and visualize means of two treatments using a graph.
- Students can compare two treatments using graphed data and draw a conclusion about the treatment effect.
Disposition outcomes:
- Student develop an awareness of how environmental stressors related to climate change have a profound effect on threatened wildlife species.
- Students develop an appreciation for using animal behavior studies to help inform conservation and management efforts.
- Students develop an appreciation for quantifying stress or behaviors to gain a more complete picture of developmental mechanisms.
Background
Lake sturgeon (Acipenser fulvescens) are an ancient fish species. They've been around since the Triassic but are now regionally threatened in the Great Lakes Basin after their populations were decimated by humans. Before 1900, lake sturgeon were hunted for their eggs, served as a delicacy called caviar. Sturgeon have also been threatened by habitat disturbance and environmental stressors related to climate change.
Like sharks, lake sturgeon are a cartilaginous fish; unlike sharks, lake sturgeon lack teeth. Instead, they're bottom feeders, locating food using the 4 dangling sensory organs near their mouths, called barbels. They ingest bottom-dwelling organisms with their vacuum-like mouths. Lake sturgeon are the largest freshwater fish in the Great Lakes, growing up to 200 pounds and over 6 feet long.
Every spring, lake sturgeon leave their lake and travel upriver to spawn. Lake sturgeon are extremely long-lived (up to 80 or more years!) and don't start reproducing until around age 20. After laying eggs in the river, the adults return to the lake, and the offspring hatch a few days later. After hatching, lake sturgeon are known as "free embryos" and still have a yolk sac. They burrow into the riverbed substrate and live off their yolk sac until emerging to begin feeding as larvae. Lake sturgeon larvae are only about an inch long, and are vulnerable to predators while the drift downstream back to the lake from which their parents came. During their first year, lake sturgeon experience 99% mortality, due in part to predation. As they grow, lake sturgeon develop rows of armor-like bony scutes along their backs and sides that protect them from predators.
Hatcheries are an important part of the conservation efforts for threatened sturgeon populations. The Black Lake Sturgeon Facility in Onaway, MI, releases juvenile sturgeon every year into the local population. During the spawning season in May – June, researchers snorkel the river and capture adult sturgeon in large nets. Eggs and sperm are collected from the sturgeon and taking back to the hatchery, where the eggs are fertilized. These hatchery-produced sturgeon are maintained in the hatchery throughout the summer until being released in the fall. Every year, scientists working with the sturgeon group design experiments to further an understanding of the threats that sturgeon face, and what conservation programs can do to help their populations. Experiments can investigate ecology, genetics, and behavior of sturgeon throughout many life stages to explore the complex relationship between sturgeon and their environment. This research can inform management and conservation efforts, and help predict the fate of threatened lake sturgeon populations.
One important area of research is the effects of environmental stressors on lake sturgeon. High temperature have been shown to be stressful to lake sturgeon during early life stages, causing increases in cortisol (a stress hormone). In other species, stress triggers a variety of behaviors, including reduced risk-taking, social withdrawal, and intensified responses to an alarm. Stress-related behaviors are often involved with antipredator responses and thus may influence predation rates. Therefore, in lake sturgeon larvae, stress-related behaviors triggered by warm temperature may change antipredator responses, and by extension may change predation rates. Understanding the relationship between stress, behavior, and survival is important in understanding how the environment impacts lake sturgeon during their vulnerable early life stages.
Discussion questions (before activity)
Basic questions (7 th to 9 th grade):
1) What kinds of behaviors or swimming activity do you expect to see in stressed sturgeon larvae? In non-stressed sturgeon larvae?
2) What kinds of behaviors or swimming activity do you think might be important for sturgeon to avoid predators?
Additional questions (10 th to 12 th grade):
1) How can understanding the connection between stress and behavior help inform lake sturgeon conservation programs?
2) We usually think of stress as a bad thing, but some stress-related behaviors can help animals avoid predation. However, behaviors that are helpful in the short-term can have long-term costs. Come up with three stress-related behaviors that were mentioned today. For each one, propose a short-term advantage and a long-term cost.
Activity
The videos are stored in this google drive:
https://drive.google.com/open?id=1qnHRWB35sprlYLMuF4lPcGI72D6THShc
In the google drive are 10 videos of cold treatment larvae and 10 videos of warm treatment larvae. In each video are 10 petri dishes, each of which contain 6 larvae. Students can choose any petri dish and any larvae to track. If you have more than 20 students, some will need to track larvae from different petri dishes in the same video (for example, one student can track the upper left petri dish in Cold Treatment 1, and one student can track the upper right). If dividing up videos this way, make sure students know which petri dish to choose.
Note that some of the larvae may remain stationary throughout the entire observation. If students choose one of these larvae and report 0 seconds active, make sure they know that their data point is still useful.
Instruct each student to pick one larva in their chosen petri dish, and to be careful to track this individual and not mix it up with any of the other larvae in the dish. Starting at video time 0:00, track the activity of the larva by letting the stopwatch run while the larva is moving, and pausing when the larva stops. Continue tracking for 1 minute, then pause the video. Pick a different individual (either from the same petri dish or a different one). If students are tracking multiple larvae in the same petri dish, they should be careful to not unintentionally pick the same individual twice. Continue until each student has tracked 4 larvae for the first minute of the video. Students should end up with 4 datapoints, each of which is a larva's total seconds of activity for the first minute of the trial.
To track activity, students will need a stopwatch. Either physical stopwatches or an online stopwatch will work. An online stopwatch can be used in a smaller window so that students can operate it while simultaneously watching the video.
Once students have collected data from 4 larvae, have students share the total seconds active that they recorded for each individual. Combine all of the datapoints into a dataset, separating warm treatment from cold treatment. Students can then calculate a mean for each treatment and make a bar graph. The bar graph should have two bars (one for each treatment) that indicate the mean. Axes should have numbers and labels. Remind students to include the units the appropriate. In this case, the y axis should be labeled something like "Mean Activity (seconds)."
For advanced students (10 th to 12 th grade), calculate the standard deviation for each treatment. Discuss how it's useful to know the variation around the mean, since that provides more information about the dataset and about the effect of the treatment. Add error bars to the graph showing standard deviation for each treatment.
Have students combine into pairs or small groups to discuss their findings. Encourage them to work together to draw a conclusion, using their bar graph, of the effect of temperature on lake sturgeon larvae activity, and on the broader implications of their finding. Then have each pair or group report their thoughts to the rest of the class. For smaller class sizes, discussion can be classwide rather than in smaller groups.
Discussion questions (after activity)
Basic questions (7 th to 9 th grade):
1) What's the difference in activity between the two treatments? What does this tell you about how temperature affects lake sturgeon?
2) How do you think the behaviors you observed will influence the sturgeon larvae's ability to avoid predation?
3) If you were a scientist studying lake sturgeon, what kind of experiment would you do next to find out how stressors affect them?
a. What is your hypothesis?
b. What kind of data would you collect?
Additional questions (10 th to 12 th grade)
1) What is the broader implication of our discoveries from this experiment? What kind of "big picture" do we now have about how climate change might be affecting threatened wildlife species like lake sturgeon? What pieces of the picture do we still need?
2) How are the results of this information useful to conservation and management for lake sturgeon specifically? How about for threatened wildlife generally?
3) If you want to better understand the effects of temperature on lake sturgeon behavior and predation, what kind of experiment would you design next?
a. What is your hypothesis?
b. What kind of data would you collect?
4) If you want to better understand how climate change may be changing predation rates of a threatened species, what other kinds of studies would be useful? (It's also important to understand the other side of the coin – how is the population and behaviors of the predator being affected? Also mention that ecological factors are complex and usually there are interactions between factors.)
Optional extension
This extension can be used for more advanced students or to extend the lesson time. After students have collected data from the videos, students pair up. One member of each pair has data from a warm treatment video, the other member has data from a cold treatment video. Each student pair makes a bar graph comparing warm treatment and cold treatment, based on only their 8 data points. Then student pairs share their results with the class – which temperature resulted in higher larval activity?
After this, pool the data from the entire class for both treatments. Student calculate a mean for each treatment, make a bar graph comparing means, and draw a conclusion about the effect of temperature on larval activity.
Discussion questions:
1) Was your conclusion different when you used just two datapoints vs. when you used the class dataset? Why do you think this was?
2) Which sample size do you think is more accurate, and why? (Larger sample size is more accurate.)
3) What is the value of using a mean to compare treatments? Are there other ways to describe the datasets that would also be useful? (Things like variation and distribution are also useful things to know about datasets and can make the picture clearer of how temperature affects behavior. Mention that there are different
kinds of descriptive statistics and statistical tests that can help us understand datasets.)
4) If you were designing another experiment about sturgeon behavior, how would you incorporate
these insights about sample size? (Planning a large enough sample size is an important part of designing an experiment. If a researcher knows approximately what kind of means and variation to expect, they can calculate "power" – a way to know ahead of time how large your sample size has to be in order to detect a difference between treatments.)
Note: For larger classes, students can form groups of four rather than pairs. Each group of four should have two members that investigated warm treatment videos, and two members that investigated cold treatment videos. Students then calculate means based on two datapoints per treatment.
Visit our website for more sturgeon-themed lesson plans, as well as other resources for K-12 classrooms!
https://www.glsturgeon.com/
Thank you to Shaley Valentine for contributing photos, to Jonathan Hegna for help with developing learning objectives, and to the Scribner lab for input on the lesson plan of behaviors or swimming activity do you expect to see in stressed sturgeon larvae? In non-stressed sturgeon larvae? | <urn:uuid:3a18c383-dab6-4894-ac80-223f752bed6a> | CC-MAIN-2021-21 | https://www.glsturgeon.com/wp-content/uploads/2018/11/Lesson-12-Stress-Response.pdf | 2021-05-05T21:44:07+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00528.warc.gz | 839,640,837 | 2,736 | eng_Latn | eng_Latn | 0.997434 | eng_Latn | 0.998487 | [
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| Version 1.0 Last updated 26 January 2017
Warfare 1914-1918 (Canada)
By Dean F. Oliver
Canada's large-scale contribution to the Great War generated wartime pride and post-war nationalism. The scale of effort and its resulting costs also bred deep social cleavages that marked the country for generations to come. The army, at first consisting mostly of Britishborn recent immigrants, grew into a massive national endeavour. Well-led by British and Canadian officers, it played a disproportionate role in achieving victory. The architecture of memory in Canada is still dominated by the First World War, from Ottawa's Peace Tower and National War Memorial to smaller community cairns and monuments.
Table of Contents
1 Introduction
2 The Eve of War
3 Mobilization and the First Contingent
4 The Canadian Corps
5 Currie and the Politics of War
6 The War at Home and Conscription
7 Conclusion
Notes
Selected Bibliography
Citation
Introduction
Canadians are still writing the history of their First World War. Little of the scholarship is linked laterally, in horizontal detail, or in metanarratives that treat the conflict holistically. The quality of research and originality is improving. The extent to which recent scholarship clarifies broad subjects
is less certain. A brilliant, intricate mosaic, the history of Canada's First World War is still best seen as a tableau of largely unassembled pieces.
This article is a modest attempt to integrate key themes and outcomes, home front and battle front that derive from extant and ground-breaking scholarship. It addresses canonical topics such as the competence of the Canadian Corps while posing sharper questions about politics and generalship, social cohesion and economic rupture, many of them spanning civilian and military topics and weaving together varying source materials.
The Eve of War
Canadians followed closely the worsening news from Europe in the summer of 1914, but few predicted the resulting conflict. Despite the prevalence, especially in English Canada, of a martial public culture of boys' adventure books, imperial music, and patriotic imagery, Canada was unprepared when Britain declared war on 4 August and automatically brought Canada into the conflict.
The country's small population of 8 million had a professional military of just a few thousand, a force dismissed with characteristic bombast by the minister of militia and defence, Samuel Hughes (18531921), in 1913 as "bar-room loafers." There was a poorly funded, unevenly trained, but competent militia of around 77,000. Without conscription, there was no large body of citizens with military experience to call to service upon mobilization. Two obsolete warships, a few hundred sailors, no air force, and little heavy industry completed the picture. Two small submarines, secretly purchased by the British Columbia government from a Seattle builder after the original client, Chile, proved unable to pay, arrived at Esquimalt on 5 August and were commissioned into the Royal Canadian Navy two days later, doubling the size of the fleet.
There was no domestic consensus on imperial politics. Most Canadians of British ancestry, some 55.5 percent of the population according to the 1911 census, supported the crown. Those of French ancestry, just less than 28 percent of the population and the second largest group by far, were more critical, often ready to defend Canada and its interests at home but not Britain's territories and interests abroad. Immigrant groups with ties to Central Europe, including the 6 percent of the population that was German, had appreciably different views of the July crisis. Many European immigrants, in fact, were still reservists in their home countries and liable to military recall in the event of war.
The historic peace churches opposed any conflict, imperial or otherwise, while in rural areas such as western Canada, farming communities that might have supported war could not envisage compulsory service, which would strip them of badly needed labour.
There was also a nasty, complex debate over pre-war naval policy, occasioned by Britain's naval race with Germany and the way in which this impacted, and was impacted by, London's continuing responsibility for the defence of Canada's coasts. The question pitted economy-minded Liberals
against pro-British Conservatives. French-Canadian autonomists in the province of Quebec, unconvinced of the "péril Allemand," opposed most forms of collaboration with the Royal Navy, though financial contributions were more palatable than Canadian ships and Canadian men. They also opposed any form of commitment that might increase the likelihood of Canadians fighting on land in the empire's wars or encourage the introduction of compulsory service.
The Liberals' electoral defeat in 1911 came one year after the party's compromise naval bill had created a small national navy on call to London in an emergency. Liberal defeat was due in part to French Canadian dissatisfaction at the extent to which the navy's existence now guaranteed Canadian involvement in imperial struggles. It was also due to the criticism of Anglophile loyalists who insisted that Canada should have done far more than cobble together a "tin-pot navy" in the aftermath of the Dreadnought Crisis and Britain's request to the dominions for financial assistance.
The Conservative counter-effort, led by Robert Borden (1854-1937), introduced in December 1912, was to follow the lead of Australia and New Zealand in offering Britain $35 million towards the construction of dreadnoughts. The bill passed the House of Commons after the government's extraordinary use of closure to end an opposition filibuster, but died in the Liberal-dominated Senate in 1913.
Mobilization and the First Contingent
In the heady, terrifying days of August 1914, much of this did not matter. As a British colony, the Dominion of Canada did not control its own foreign policy, and Britain's declaration of war meant that Canada too was involved. Newfoundland, or what is now the Canadian province of Newfoundland and Labrador, with its population of just under 250,000 was also a separate imperial entity in 1914 and, like Canada, automatically at war.
What each dominion could and did control was the size and nature of its wartime contingents, an exercise of colonial sovereignty that would grow into a substantial inconvenience for authorities in London and at General Headquarters in France. Canada offered shipments of grain, cheese, horses, and other non-military items immediately in early August, but promised a division's worth of infantry, with plans soon announced to raise a second.
At first, recruitment worked like a well-oiled machine. Celebrations, parades, and ad hoc programs of imperial support greeted the outbreak of hostilities across the country. Newspapers and civic groups outdid one another in public expressions of sympathy for "little Belgium" and support for London and the other allies, including Serbia. Fears and doubts were muted, if not entirely absent. The 5 August 1914 cover of The Grain Growers' Guide, a popular farming journal published in Manitoba, was unusual in querying, in a full front-page item, "The Demon of War," asking readers "Is Canada to be forced blindly and needlessly into this horrible struggle?"
With great enthusiasm and amidst much confusion, Canadians, especially those born in and recently
emigrated from the British Isles, rushed to enlist. Many, and a majority in some battalions, had previous military experience. This compensated somewhat for their speedy assembly, inadequate equipment, and the haphazardness of the early-war training establishment. The pre-war mobilization plan, prepared by the British staff officer Willoughby Gwatkin (1859-1925), chief of the general staff since 1913, was promptly ignored by the excited and energetic Hughes. Calling volunteers to a hastily constructed camp in Valcartier, Quebec, an effort characterized by "improvisation, urgency, and no small degree of melodrama," [1] Hughes nevertheless succeeded in organizing a 30,000strong first contingent that sailed to England in a massive armada, protected by British warships, in early fall.
An additional battalion, the Princess Patricia's Canadian Light Infantry, sailed in the same convoy. Privately raised by Hamilton Gault (1882-1958), a Montreal entrepreneur and veteran of the South African War, the force was recruited in Ottawa, largely from former British professional soldiers, in a mere three weeks and embarked before the end of August. The Patricias were in France before Christmas and on the frontlines, as part of a British brigade, on the night of 6-7 January 1915. In December, the battalion joined the newly formed Canadian Corps.
A Newfoundland volunteer contingent also joined the Canadians on the fall crossing. The so-called "First Five Hundred" of the Newfoundland Regiment, on board the passenger liner and sealing vessel "SS Florizel," linked up with the Canadians off the Avalon Peninsula in early October. The Newfoundland Regiment did not fight with the Canadians, but as part of a British division throughout the war. It saw action during the ill-fated Gallipoli campaign against Turkey and, from 1916, served on the Western Front.
The Canadian Corps
In Canada as elsewhere, the enormity of the war soon affected popular attitudes and governmental commitments. Overseas, a single division grew into a full corps of four infantry divisions, its military competence growing steadily as the war progressed.
The 1 st Division arrived in France in February 1915 to commence a gradual introduction to the trenches under British tutelage. Its first large battle at Ypres, Belgium, in April was a confused, chaotic affair. The division performed well in what became a skilled fighting retreat which saw the first German use of chlorine gas on the Western Front. The Division sustained 6,000 casualties, including more than 2,000 killed.
There was no comparable event in Canadian history. The entire South African War had resulted in 270 deaths total, including those from disease. Ypres was followed in May by Festubert with another 2,500 casualties. The following April, there was a costly defeat for the newly arrived 2 nd Division at the St. Eloi Craters (1,400 casualties), and in June a grim draw at Mount Sorrel, with another 8,000 killed, wounded, or missing. The "wastage" of trench warfare, illness, and training accidents sent a steady stream of wounded and ill to Britain and discharged men, many of them badly disabled, to
Canada.
The country's military contributions expanded dramatically through the first two years of conflict, spurred by raucous public support for Britain and by the personal commitments of Borden and key members of the Cabinet to a substantial battlefield contribution. There were 59,000 enlistments in 1914, 159,000 in 1915, and 177,000 in 1916, all of them voluntary. A third infantry division was created in late 1915 and a fourth the following spring.
The Canadian Expeditionary Force (CEF), essentially Canada's army overseas, had as its combat arm from September 1915 the Canadian Corps. Smaller numbers of personnel served with the navy or British forces, notably the Royal Flying Corps or Royal Naval Air Service, with several Canadians elevated to heroic status, including air aces William "Billy" Bishop (1894-1956), Raymond Collishaw (1893-1976), and William Barker (1894-1930). Other Canadians served in units outside the Corps, such as the Canadian Cavalry Brigade or the forestry corps. While many thousands of Canadians in uniform remained in North America, Canada's First World War experience became largely synonymous with that of the Corps or, more broadly, with the CEF itself. By the war's end, of 620,000 enlisted Canadians, 425,000 had been sent overseas.
The decision to create a full corps, as opposed to providing individual divisions to higher British formations, entailed additional manpower challenges and the maintenance of a substantial training and support echelon in Britain. The order of battle included cavalry regiments, heavy artillery batteries, a machine gun corps, a service corps, additional medical units and labour companies, transport units, several battalions of railway troops, cyclists, signalers, foresters, and assorted training schools on the continent and in the United Kingdom. Growing casualties led army planners to comb continually through support formations for frontline, mostly infantry, recruits to replace the fallen.
The Corps came to assume a sovereign status in addition to its role as a mere military formation. Reflecting not only Canadian pride in arms, it also embodied a growing sense of national identity, perhaps even unity, born of the maelstrom of conflict. This sense was very real, to which numerous diaries, letters, and contemporary impressions attest. But it can be, and has ever since been, overstated.
Throughout the war, the Canadian Corps fought within a British field army and imitated its corps system. British generals, Edwin Alfred Hervey Alderson (1859-1927) to May 1916 and Julian Byng (1862-1935) to June 1917, commanded it, upon which a Canadian, Arthur Currie (1875-1933), assumed the reins. Many of its senior officers and staff planners were also British, while British artillery, aircraft, intelligence services, tanks, and other functions worked closely with the Canadians in every battle. As a recent historian has noted, the Corps' key planners at Vimy Ridge, perhaps its most famous battle, included three future British field marshals and chiefs of the Imperial General Staff, Alan Brooke (1883-1963), John Dill (1881-1944), and Edmund Ironside (1880-1959), while seven of the nine heavy artillery groups that supported the Canadian effort there were Royal
Artillery. [2] The Corps grew into an elite striking formation and one increasingly Canadian in its senior ranks, working culture, and corporate identity. However, it emerged from and developed alongside an imperial structure equally busy attempting to learn the lessons of trench warfare in the machine age.
By the later stages of the Somme campaign in mid-1916, the Canadian Corps included four infantry divisions, with supporting artillery, engineers, and other services. All four fought separately for several weeks at Flers-Courcelette and along the Ancre River heights, suffering a combined loss of more than 24,000. At Vimy Ridge the following April, the four divisions fought together for the first time in an epic, if indecisive, four-day victory that cost 10,600 casualties. Led by Byng, a fact often fudged in present-day anniversary celebrations or Remembrance Day broadcasts, many participants saw Vimy as a turning point in the development of modern Canada, with regiments from coast to coast seizing German positions that had resisted British and French attacks in previous offensives.
Currie and the Politics of War
A pre-war militia gunner, teacher, and real estate investor, Currie, who assumed command in June 1917, would be the Corps' first, last, and only Canadian commander. Byng, his predecessor, had proven a thoughtful, creative commander who instilled an ethic of learning and careful preparation in his command team. Byng was personable, charming, and sufficiently popular that Canadian troops often referred to themselves as the "Byng Boys." Currie, previously one of Byng's division commanders and, before that, a brigadier in Alderson's 1 st Division, was a more than able replacement.
A corpulent and unmilitary looking figure, Currie proved a gifted planner, tactician, and logistical organizer. His thorough orchestration of battle, whether "bite and hold" tactics or set-piece attacks on deep defensive positions, was married to a deep faith in the necessity of soldiers at every level understanding the battle plan and their own role in it throughout the action. He understood early on the possibilities of scientific gunnery, counter-battery fire, all-arms cooperation, battlefield engineering, aircraft, tanks, and other innovations, and was both methodical and flexible in battle, a rare combination.
Uncharismatic, little loved by his men, and subject to the most untimely and awful verbal gaffs, Currie was nevertheless extremely conscious of not wasting lives on pointless operations. Close study of the combat experiences of the British, French, and Germans had convinced him that detailed preparations, creative use of artillery, and close attention to small unit firepower and forward movement could combine to overcome in-depth defensive systems.
Because such planning took time and consumed resources, he was sometimes at odds with his superiors regarding what could and could not be done on the offensive. At Passchendaele in late 1917, he famously predicted 16,000 casualties in order to seize the ridge and a symbolic victory for
an embattled Douglas Haig (1861-1928), commanding imperial forces in France and Belgium. The Corps succeeded, mechanically advancing in a succession of small, well-supported attacks, but suffering 15,650 casualties in the process.
Currie could fight from within his own trenches, and won a brilliant defensive battle on Hill 70, high ground near Lens, which the Corps seized in August 1917 and then held against more than twenty German counterattacks. But Currie was at his best on the offensive. At peak strength, during 1918's climactic Hundred Days, the Corps under Currie was more than 100,000-strong. One account pronounced it "the shock army of the British Empire." [3] Its succession of breakthrough battles in late 1918 at Amiens, the Drocourt-Quéant Line, the Canal du Nord, and the Hindenburg Line were models of late war effectiveness. It also embodied the costliness of modern war with Canada's highest rate of loss of any period of the conflict. The Corps' successes during the Hundred Days remain Canada's greatest feat of arms in any conflict.
Currie could be a frustrating subordinate, defending what he believed to be the best interests of the Corps against imperial authorities or meddling Canadian politicians, including Sam Hughes, the minister who had initially selected him as a brigade commander. He resisted British advice on a semi-regular basis, and sometimes deliberately played the national card by elevating discussions to political channels. He refused in early 1918 to reduce the number of battalions in Canadian divisions when British formations, in response to a reinforcement crisis, had done so. He argued that it would reduce the Corps' combat effectiveness to no appreciable gain save the creation of more billets for unworthy political officers.
In the war's latter months, this made the Corps essentially a small army in its own right, both numerically and operationally more powerful than imperial equivalents and with sufficient manpower depth that units could fight and be rotated for longer periods of intense fighting than British formations. Canadian divisions in late 1918 had up to 50 percent more riflemen than their imperial counterparts, plus additional artillery and machine guns, and hundreds of extra engineers.
The War at Home and Conscription
The growing size of the military, the complexity of wartime demands on home front labour, and incessant overseas casualties challenged Canada's administrative and organizational capacity and had a severe impact on domestic politics.
A peacetime pre-war federal budget of $200 million based mainly on tariff revenues grew into a sprawling, loosely organized network based on taxation, war loans, and directed economic and social efforts. This included those of the Imperial Munitions Board, created in late 1915 under Toronto industrialist Joseph Wesley Flavelle (1858-1939). By late 1918, Flavelle's factories were producing $2 million per day in goods and one-third of Britain's shells, a stunning industrial transformation. Inflation nevertheless outpaced wages, creating domestic discontent, especially in the ranks of urban labourers who saw little equality of sacrifice between labour and capital. There were urban-rural splits
as well. While wartime work paid better wages, which contributed to a shortage of farm labour, the rising cost of foodstuffs engendered fierce criticism of agricultural opportunists. Because rural Canadians were perceived as not enlisting in the same numbers as those from the cities, economic disputes were flecked with charges of disloyalty.
Thousands of women, many of them married, joined the paid labour force to do the work of absent men. The return of peace would see the return of pre-war attitudes towards working women, and the return of most to pre-war domestic life and working pursuits, but by then many women had also received the vote. Initially a callous bid for the support of soldiers' female relatives for compulsory service during the 1917 federal election, the federal's government's move to enfranchise the wives, widows, mothers and sister's of soldiers serving overseas nevertheless presaged women's suffrage generally, a decisive step towards political equality for the sexes.
Recruitment flagged in 1917 to 64,000 men, little more than one-third that of the previous year. Compulsory service for men of military age was introduced that year. After two years of staggering losses, Canada's allies seemed no closer to victory. English-Canadian opinion rounded on French Quebeckers for not "doing their bit", but the Canadian-born, regardless of language or region, lagged the British-born in recruiting numbers through most of the war. Nearly half the British-born men of military age resident in Canada in August 1914 had enlisted by the armistice, including two-thirds of the more than 30,000 men in the First Contingent. Canadian-born men, who were 77 percent of the eligible recruiting pool, enlisted at the rate of just over 11 percent. [4] By November 1918, the Canadian-born were a bare majority, 51.4 percent of enlistments, a number that included those conscripted under the Military Service Act in the war's final year.
The number of French-Canadian recruits, especially French speakers, remained low throughout the war. In part a reflection of past governance and majority British rule, it also reflected incoherent wartime planning, gross political invective against francophones, and broad cultural insensitivity to the French in Canada. Young men in Nova Scotia or Alberta were often encouraged by family, friends, church, and local authorities to enlist; young men in Quebec were often encouraged not to. Of the CEF's forty-eight frontline infantry battalions, only one, the 22 nd Regiment (or "VanDoos" in anglicized pronunciation), was French-speaking. While recruitment statistics are unreliable for certain periods of the war, perhaps 5 percent of Quebec males of military age served in uniform, including English speakers, compared to 14 percent or more in Ontario and the Western provinces.
Having sacrificed domestic unity in order to maintain combat power overseas, the Union government raised nearly 100,000 conscripts, a quarter of whom were with the CEF in France by late 1918. Enlistment figures for 1918 were 156,441, up from 64,000 the previous year. The Corps suffered 46,000 casualties in the last three months of the war, but conscripts helped maintain its fighting strength until the bitter end.
Conclusion
The Canadian Corps, positioned elsewhere in the line, avoided the worst blows of the German spring offensives in 1918. Largely intact, well-led, and used repeatedly in an offensive role during the Hundred Days, it proved vital to the final defeat of German arms on the Western Front. The cost was unprecedented for Canada: including Newfoundland and Labrador, which joined Canada in 1949, some 69,000 dead and more than 176,000 wounded.
The material and financial costs and dislocations of the war for Canada were staggering, despite wartime full employment. Rampant inflation, workplace militancy, regional disunity, and FrenchEnglish tensions were acute and cast long shadows. The war witnessed government intrusion into the lives of Canadians, from censorship to the internment of those deemed disloyal from "enemy" countries. The fortunes of Borden's Conservative party, the architects of Union government and conscription, were eviscerated in Quebec for a generation to come. Western political mobilization, born in part of farmer discontent with conscription, became a potent force. Income tax, introduced as a temporary wartime measure, remains, with far greater fiscal purchase, a century later.
Canada's Liberal government entered the Second World War in 1939 with its First World War predecessors in mind. William Lyon Mackenzie King (1874-1950) had been an anti-conscription Member of Parliament who refused to abandon his chief, the aging Sir Wilfrid Laurier (1841-1919), in the vicious, racially tinged politics of 1917. Unemployment insurance, a robust charter for returning veterans, the rudiments of social welfare, and a gradual, solicitous approach to the incendiary subject of conscription were among the hallmarks of King's time in office in the turbulent 1940s. King and his party learned valuable lessons from this experience for the Second World War.
The First World War both divided and united Canada. Grief at the unprecedented loss was accompanied by satisfaction in the war's victory and the increased autonomy Canada had apparently earned within the British Empire. Canada signed the Treaty of Versailles in 1919 and took its seat in the new League of Nations. It was a country, no longer a colony, a status confirmed in the Statute of Westminster in 1931.
The cultural criticism of the war by a handful of soldier-poets was tempered, indeed overwhelmed, by a mass of literature, popular entertainment, and commemoration that situated the struggle in a broader narrative of nationalism, empire, and accomplishment. A massive monument to Canadian service and those without known graves in France was unveiled at Vimy Ridge, France, in July 1936. Every town and village sprouted its own cenotaph, commemoratively named school, and streets named for generals, heroes, and battles. In Ottawa, a national war memorial was completed in May 1939, less than four months before the outbreak of another world war.
Dean F. Oliver, Canadian Museum of History
Section Editor: Tim Cook
1. ↑ Iarocci, Andrew: Shoestring Soldiers: The 1st Canadian Division at War, 1914-1915, Toronto 2008, p. 17.
2. ↑ Granatstein, J.L.: The Greatest Victory: Canada's One Hundred Days, 1918, Don Mills 2014, pp. xii-xiii.
3. ↑ Schreiber, Shane B.: Shock Army of the British Empire: The Canadian Corps in the Last 100 Days of the Great War, Westport 1997.
4. ↑ Granatstein, The Greatest Victory 2014, p. 49.
Selected Bibliography
Clarke, Nic: Unwanted warriors. The rejected volunteers of the Canadian Expeditionary Force, Vancouver; Toronto 2015: UBC Press.
Cook, Tim: Shock troops. Canadians fighting the Great War, 1917-1918, volume 2, Toronto 2008: Viking Canada.
Cook, Tim: At the sharp end. Canadians fighting the Great War, 1914-1916, volume 1, Toronto 2007: Viking Canada.
English, John: The decline of politics. The Conservatives and the party system, 190120, Toronto; Buffalo 1977: University of Toronto Press.
Granatstein, J. L. / Oliver, Dean F.: The Oxford companion to Canadian military history, Don Mills; New York 2011: Oxford University Press.
Harris, Stephen J.: Canadian brass. The making of a professional army, 1860-1939, Toronto; London 1988: University of Toronto Press.
Haycock, Ronald: Sam Hughes. The public career of a controversial Canadian, 18851916, Waterloo 1986: Wilfrid Laurier University Press.
Hayes, Geoffrey / Bechthold, Michael / Iarocci, Andrew (eds.): Vimy Ridge. A Canadian reassessment, Waterloo 2007: Wilfrid Laurier University Press.
Hyatt, A. M. J.: General Sir Arthur Currie. A military biography, Toronto 1987: University of Toronto Press.
Iarocci, Andrew: Shoestring soldiers. The 1st Canadian Division at war, 1914-1915, Toronto; Buffalo 2008: University of Toronto Press.
Keshen, Jeff: Propaganda and censorship during Canada's Great War, Edmonton 1996: University of Alberta Press.
Morton, Desmond: When your number's up. The Canadian soldier in the First World War, Toronto 1993: Random House of Canada.
Morton, Desmond: Fight or pay. Soldiers' families in the Great War, Vancouver 2004: UBC Press.
Nicholson, Gerald W. L.: Canadian Expeditionary Force, 1914-1919. Official history of the Canadian army in the First World War, Ottawa 1962: R. Duhamel.
Rawling, Bill: Surviving trench warfare. Technology and the Canadian Corps, 19141918 (2 ed.), Toronto 2014: University of Toronto Press.
Warfare 1914-1918 (Canada) - 1914-1918-Online
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Shaw, Amy J.: Crisis of conscience. Conscientious objection in Canada during the First World War, Vancouver 2008: UBC Press.
Vance, Jonathan F.: Death so noble. Memory, meaning, and the First World War, Vancouver 1997: University of British Columbia Press.
Winegard, Timothy C.: For king and Kanata. Canadian Indians and the First World War, Winnipeg 2012: University of Manitoba Press.
Wise, S. F.: Canadian airmen and the First World War, Toronto 1980: University of Toronto Press.
Wood, James: Militia myths. Ideas of the Canadian citizen soldier, 1896-1921, Vancouver 2010: UBC Press.
Citation
Oliver, Dean F.: Warfare 1914-1918 (Canada) , in: 1914-1918-online. International Encyclopedia of the First World War, ed. by Ute Daniel, Peter Gatrell, Oliver Janz, Heather Jones, Jennifer Keene, Alan Kramer, and Bill Nasson, issued by Freie Universität Berlin, Berlin 2017-01-26. DOI: 10.15463/ie1418.11030.
License
This text is licensed under: CC by-NC-ND 3.0 Germany - Attribution, Non-commercial, No Derivative Works.
Warfare 1914-1918 (Canada) - 1914-1918-Online
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European war from 1740-48 (the War of the Austrian Succession) provided the French with an excuse to attack Nova Scotia from Louisbourg. In reply, New Englanders mounted an assault on the fortress and found its defences to be easily penetrated. Louisbourg was captured in June 1745 and, for the next three years, the British and New Englanders controlled the whole of the North American foreshore from Georgia to Newfoundland. They took advantage of this situation to clear ÃŽle Royale of several thousand francophones, including many Acadians. This was a grim foretaste of things to come. The New Eng The 4th Corporate War took place from 2021 to 2025, and involved the two Aquacorps CINO and OTEC. These Aquacorps later hired Arasaka and Militech to fight in the War. Just like the 1st and 2nd Corporate Wars, the 4th Corporate War began when rival Megacorps use their money and flexed their military muscle to achieve a financial objective, usually fighting over buying out a company or resources. In early 2021, IHAG, a Megacorp that specialized in underwater shipping and tech went bankrupt, this lead The First World War of 1914â€"1918 was the bloodiest conflict in Canadian history, taking the lives of more than 60,000 Canadians. 22 April to 25 May, 1915. At the Second Battle of Ypres the Germans attacked, using chlorine gas for the first time. The French Algerian Division fled but the Canadians repulsed numerous assaults. Four Canadians won the Victoria Cross (painting by Richard Jack, courtesy Canadian War Museum/8179). Canadian soldiers returning from Vimy Ridge in France, May 1917. Image courtesy of W.I. Castle/ Canadian Department of National Defence/Library and Archives Canada/ PA-00133 | <urn:uuid:972756c9-780f-4f15-a7da-8d9380201f0c> | CC-MAIN-2021-21 | https://ogur.org/gxfwex8xw.pdf | 2021-05-05T22:30:10+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00530.warc.gz | 468,725,842 | 6,748 | eng_Latn | eng_Latn | 0.927089 | eng_Latn | 0.997415 | [
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Letter to Second Grade Parents
Spring 2013
Dear Parent of Rising Third Graders,
Congratulations on your child's successful year of second grade. Since the start of kindergarten, your child has been learning the basics of reading, mathematics, and other important subjects. Your son or daughter's teacher also has encouraged him or her to be curious and to enjoy learning new things. All of this will help boost learning in third grade and beyond.
In the fall, as your child begins third grade, you will notice a big focus on reading and on learning math skills and facts that your child will need in fourth grade and even in middle school and high school. For the first time in the fall of third grade, your child will be given a beginning-of-grade standardized test to see how they are reading. At the end of third grade, your child will take end-of-grade tests in reading and in mathematics. These tests tell you and your child's teacher and principal if your child has learned the basic skills that he or she needs in order to do well in fourth grade.
North Carolina state law now requires that third graders who are not reading at a proficient level on the end-of-grade test be given extra attention. If your child does not score proficient on the end-of-grade test in reading at the end of third grade, here is what will happen:
* First, your child will be re-tested to make sure that they didn't just have a bad day on the first test day.
* Second, if your child is not proficient on the re-test, your son or daughter will be invited to a summer reading camp to help them improve their reading skills. This camp is at no charge to you. Your local school district will organize the camp and give you more information about when and where it will be held.
* If you do not agree to send your child to summer reading camp, your child will repeat third grade the following school year in order to give him or her more time to build strong reading skills.
* At the end of summer reading camp, your child's reading will be retested. If he or she tests proficient, your child will be eligible to be promoted to fourth grade. If your child does not score proficient at the end of summer reading camp, he or she will be placed in fourth grade classes the following year with a third-grade retention label. Ninety minutes of uninterrupted reading instruction will be provided daily in these classes. Your child will be eligible to retake the reading test in late October to achieve a mid-year promotion and have the third-grade retention label removed. Your child will remain in the same fourth grade class for the entire school year and continue to receive the uninterrupted reading instruction throughout fourth grade to support ongoing improvement in reading skills.
This new reading requirement will begin for the first time with the children who begin third grade in the fall of 2013. More details will be provided to you this fall about this requirement and how your district will help children become better readers by the end of third grade. In the meantime, here is how you can help your child over the summer:
* Set aside time for your child to read every day and/or for you to read to your child.
* Visit the local public library and check out books. This is a free service in most counties.
* Some local school districts open school libraries on special days in the summer. If you can, take your child to library day at your school to check out books.
* If your child enjoys writing or drawing, encourage them to write and draw.
* Talk to your child and encourage your child to talk and write about the things that interest him or her.
* Help your child get restful sleep.
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Across
2 Misercordias Domini means "the __________ of God."
3 Jesus said, "I am the good ___________."
8 Ezekiel told the Israelites to ________ of their sins.
Down
1 Ezekiel preached to the Israelites about their ________.
4 Ezekiel is known as a "major ________."
5 Easter III is known as Misercordias __________.
6 We can always have ________ in God.
7 The good shepherd lays down his _____ for his sheep.
Produced by Heidi D. Sias & distributed from Mount Calvary Lutheran Church, Colstrip, Montana and www.historiclectionary.com. May be reproduced intact for congregational use only, not to be sold. For further permissions contact email@example.com.
Front cover Art (by Ed Riojas) copyright © 2006 by Higher Things. Used by permission. Available from Higher Things through their web store at: http://www.higherthings.org/store.html.
Scripture quotations are from The Holy Bible, English Standard Version, copyright © 2001 by Crossway Bibles, a division of Good News Publishers. Used by permission. All rights reserved.
Catechism excerpts from the 1912 Catechism, other art and all hymns are in the public domain. Remainder copyright © 2010 Heidi Dawn Sias.
LESSONS FOR LAMBS
WEEK OF EASTER III (MISERCORDIAS DOMINI)
The phrase "Misercordias Domini" is from the Latin language. In English it means "The goodness of God." These are the beginning words of the Psalm (also called Introit) this week. Look in your parent's service folder and read the Introit. The color for Easter is white.
What to listen for during the service?
Listen to the hymns today. What do they talk about? What words do we hear many times? What does it mean to think of Jesus in this way? Who is taking care of us?
Gospel Reading: John 10:11-16
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
11 [Jesus said] I am the good shepherd. The good shepherd lays down his life for the sheep. 12 He who is a hired hand and not a shepherd, who does not own the sheep, sees the wolf coming and leaves the sheep and flees, and the wolf snatches them and scatters them. 13 He flees because he is a hired hand and cares nothing for the sheep. 14 I am the good shepherd. I know my own and my own know me, 15 just as the Father knows me and I know the Father; and I lay down my life for the sheep. 16 And I have other sheep that are not of this fold. I must bring them also, and they will listen to my voice. So there will be one flock, one shepherd.
Questions to talk about with your parents:
1) Who is the "good shepherd"? What makes Him the "good shepherd"?
2) Who are "the sheep"?
3) Who is the prowling wolf that wants to devour us?
4) What does the "hired hand" do when he sees the wolf coming?
5) What does Jesus do for us as the "good shepherd"?
6) Where do we still hear Jesus' voice as the voice of our shepherd?
People of the Bible: Ezekiel
Our Old Testament reading is from Ezekiel. But who was Ezekiel? Ezekiel was considered a "major prophet" of the Old Testament. He was an Israelite and ministered to other Israelites during the Exile. During the Exile, the Jews, including Ezekiel, were sent to Babylon as slaves by King Nebuchadnezzar. During this time Ezekiel preached to the Israelites about their rebellion, or turning away from God, which caused this punishment. They had decided they wanted to do things their own way instead of following God. Ezekiel listed the sins of the Israelites and told them to repent of their sins. Ezekiel then preached to them about hope and forgiveness. Even though God had punished their sins, God was still with them and there is always hope in Him. God promised to restore His people so they will live forever in Him.
Catechism Corner
The Lord's Prayer: The Fourth Petition
Give us this day our daily bread.
What does this mean? Answer:
God gives daily bread indeed without our prayer, also to all the wicked, but we pray in this petition that He would lead us to know it and to receive our daily bread with thanksgiving.
What is meant by daily bread? Answer:
All that belongs to the support and wants of the body, such as food, drink, clothing, shoes, house, home, fields, cattle, money, goods, a pious spouse, pious children, pious servants, pious and faithful rulers, good government, good weather, peace, health, discipline, honor, good friends, faithful neighbors, and the like.
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April 2021
Lunenburg County Schools
Picture book character
When you read stories with your child, look for examples of good character. He might notice how brave a little giraffe is in a story about a talent show. Or you could point out a kind boy standing up for a classmate who is being made fun of.
On-the-job training
Your little one might not be able to do all the steps of a chore, such as loading the dishwasher. Show her how anyway ("I'm putting the knives in with the sharp sides down") and let her do as much as possible ("Here, you load the spoons"). She'll gain confidence and be ready to tackle the job herself when she's older.
Helmet safety
Keep your youngster safe by making sure he always wears a helmet when he rides a bike or scooter. It should fit snugly, have a liner that's at least 1 inch thick, and sit level on his head. Idea: Let him make a helmet for a stuffed animal. Then, he may be more excited about wearing his own.
Worth quoting
"There is nothing in a caterpillar that tells you it's going to be a butterfly." Buckminster Fuller
Just for fun
Q: Why did the chicken say, "Quack"?
A: It was learning to speak Duck.
© 2021 Resources for Educators, a division of CCH Incorporated
Going with the flow
Flexible thinking lets your child adapt to changing situations and look at things in multiple ways. Stretch her thinking and problem-solving skills with these activities.
Two voices
Your youngster will need to shift gears to succeed in this twist on Simon Says. Give her instructions ("Touch your toes," "Spin around"), but switch back and forth between two silly voices (say, a robot and a pirate). The catch? Tell her to listen only to the robot. If she follows the pirate's instruction instead, her turn ends. Now she gets to choose two voices and give you directions.
Mystery pictures
Can your child figure out what's in a picture even if she can't see the whole thing? Cut a 1-inch hole in a sheet of paper, and lay it on top of a book illustration. Now let her slide the paper around,
peek through the hole, and think about what it could be a picture of. Something that looks rough and brown might be a furry animal. Or is it a football or a tree trunk?
What if?
This activity encourages your youngster to practice finding alternatives. Ask a "what if" question like "What if we didn't have syrup for pancakes?" Take turns naming possible solutions (use jelly or honey, eat them plain, make toast instead). Keep going until you run out of ideas. Then, ask a new "what if" question.♥
Search for treasure
Finding hidden treasure is a fun way for your youngster to learn how maps show where things are located. An X marks the spot with this idea.
1. Help your child draw a map of a room or the park. Encourage him to include landmarks like doors and furniture or trees and fences.
2. Have him cover his eyes while you hide a "treasure," maybe a juicy apple, in the actual location. Put an X on the map where the treasure can be found.
3. Challenge your youngster to use the map and find the treasure. When he locates it, let him erase your X, hide a treasure, and mark it on the map for you to find.♥
K is for kindness
Simple acts of kindness make the world a friendlier place—and give your youngster warm, fuzzy feelings. Here are ways to inspire him to be kind.
Pretend to be a superhero. Suggest that your child draw himself as a "kindness superhero." He can make up a superhero name, maybe Captain Kindness. On his drawing, help him write what superpowers he has. ("Cares about others." "Loves to help.") Then, encourage him to step into the role and put his superpowers to work whenever he sees the
Storytelling at home
Q: My son's kindergarten class is working on storytelling. How can we tell stories at home?
A: Start by asking your child to tell stories about pictures he draws. Listen to his tale, then ask questions that spark his imagination. If he draws people in a car, for instance, you could ask where they're going. This is good practice for storytelling now—and creative writing later.
Also, take a few minutes before bed to let him tell the story of his day. He might describe a game he played and what he
ate for lunch.
Encourage him to keep going by asking questions like "What happened after lunch?"
Share the story of your day, too, making sure to include lots of details. Listening to your story will help him learn to tell his own.♥
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© 2021 Resources for Educators, a division of CCH Incorporated opportunity to be kind. Maybe Captain Kindness will help you look for your misplaced car keys or offer to take a photo of his big sister.
Make a kindness calendar. Together, think of a month's worth of ways to show kindness, and write each one in a calendar square. Examples: Smile and wave at neighbors walking by. Compliment a family member. Make a card for a friend. (It's okay to use ideas more than once!) Every day, read the tip on the calendar, and have your youngster do it. He can draw a heart on each one as he completes it.♥
Splash and learn
April showers bring
May flowers—and lots of learning opportunities for your youngster! Sprinkle these activities into the next rainy day:
* Together, listen to the rain and think of words (real or made up) to describe the sound it makes when it hits the windows
or pavement. Examples: tap, plop, plink. Then, put on slickers and rain boots, and let your child set different containers out in the rain. What words come to mind when she hears raindrops land in a plastic bucket, tin can, or glass jar?
* Help your youngster make aluminum foil boats and sail them on puddles. Which design floats best? Can she create a boat that will carry a small toy across a puddle? Have her use chalk to draw circles around puddles. Let her check back periodically and trace around the puddles again. She'll notice they get smaller and eventually disappear (evaporate). Do bigger puddles last longer than smaller ones?♥
Help siblings get along
It seemed like my daughters Kate and Brianna were always bickering. My nieces, on the other hand, get along pretty well, so I asked my brother for advice.
Now when my girls argue, I tell them to work it out. If they're still fighting after 15 minutes, I send them to separate rooms to cool down, as my brother recommended. Afterward, I have them try again to solve their disagreement.
He assured me that his girls don't always get along. But he's noticed their relationship is better when he lets them work out minor disagreements rather than taking sides. Sometimes, he pointed out, they seem to argue just to get his attention.
Knowing I won't jump in and referee has cut down on my daughters' arguments —and I'm hearing fewer complaints of "You always take her side!" ♥ | <urn:uuid:89714e0b-a07b-4236-a706-1f84bc3b16d2> | CC-MAIN-2021-21 | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1139419/EY0421E.pdf | 2021-05-05T21:24:18+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00531.warc.gz | 220,411,399 | 1,603 | eng_Latn | eng_Latn | 0.998367 | eng_Latn | 0.998418 | [
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Ready To Go On Section 8a Answers
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SECTION Ready to Go On? Skills Intervention 5A 5-1 ... Ready to Go On? Quiz continued 4A SECTION 4-3 Greatest Common Factor List all the factors of both numbers. Circle the GCF. 21. 108 54 22. 72 64 Find the GCF of each set of numbers. 23. 16 and 24 24. 18 and 2 25. 48 and 72 26. 35 and 75 27. There are 42 pens and 63 pencils. All of the pens and pencils are given to the students in Mr. Antico’s ...
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Holt Mathematics 07 - Advisory 207
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Ready To Go Section 10a
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Ready to Go On? 181 SECTION 3A Quiz for Lessons 3-1 Through 3-4 3-1 Lines and Angles Identify each of the following. 1. a pair of perpendicular segments −− 2. a pair of skew segments 3. a pair of parallel segments 4. a pair of parallel planes Give an example of each angle pair. £Ó {Î x ÈÇ n 5. alternate interior angles 6. alternate ...
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Rangers: Uefa orders Ibrox section to close | RTG ... Ready to Go On? 543 Quiz for Lessons 8-1 Through 8-3 8-1 Similarity in Right Triangles Find the geometric mean of each pair of numbers. If necessary, give the answer in simplest radical form. 1. 5 and 12 2. 2.75 and 44 3. _5 and 2 _15 8 Find x, y, and z. 4. {Ý 8 Þ z 5. £Ó 5x Ý Þ â Ó{6. y â 12 Ý È 7. A land developer needs to know the ...
LESSON Ready to Go On? Skills Intervention Divisibility Use the Law of Syllogism to draw a conclusion from the given Page 6/15
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Ready To Go On Section Ready to Go On? Enrichment 6A SECTION Polygons and Parallelograms Answer each question. 1. The measure of an exterior angle of a regular polygon is x, and the measure of an interior angle is (10x 15) . Name the polygon. 2. Find the measure of each angle in the polygon at right if: m A ( x 2 7x 1) m B (13x 21) m C (11x 4) m D ( x 2 5x 1) m E (2 x 2 x 1) m F (17x 12) m G ( x 2 3x 4) 3.
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SECTION Ready To Go On? Skills Page 9/15
Online Library Ready To Go On
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Intervention 6A 6-1 Solving ... Ready To Go On? Skills Intervention 8-1 Factors and Greatest Common Factors Vocabulary prime factorization greatest common factor SECTION Method 2 Ladder diagram Choose a prime factor of 48 to begin. Keep dividing by prime factors until the quotient is 1. 248 3 8 Write the prime factorization of each coefficient and write the powers as products.
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SECTION 3A Quiz for Lessons 3-1 Through 3-4 3A ALL THE GAMES How to use the new Games & Apps section on the Xbox One Anniversary Update The Xbox Anniversary Update is almost upon us, and today we're taking a look at the brand new Games and ...
How to use the new Games & Apps section ... - Windows Central Rangers: Uefa orders Ibrox section to close after 'sectarian Page 11/15
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Foundations for Geometry - White Plains Middle School
Page 12/15
Ready to Go On? Quiz continued 4A SECTION. 4-5 Scatter Plots and Trend Lines The table shows the number of hits and runs scored in a softball game. 1. Graph a scatter plot using the given data. x y 0 1 3 5 7 Hits Runs 9 15 14 13 12 10 9 8 7 6 5 4 3 2 1 2 4 6 8 10111213141516171819202122 2.
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SECTION Ready To Go On? Quiz 4A - SharpSchool Ready To Go On? Quiz SECTION Toddlers in Gymnastics Classes SECTION Use the n. 13. EF Not I 4-3 Usil For Exerc and grapy 17. Transl the lef 19.
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Online Library Ready To Go On Section 8a Answers
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What is Halley's Comet?
15 June 2015, by Matt Williams
The Mawangdui silk, showing the shapes of comet tails and the different disasters associated with them, compiled in around 300 BC. Credit: NASA/JPL
Halley's Comet, also known as 1P/Halley, is the most well known comet in the Solar System. As a periodic (or short-term comet) it has orbital period that is less than 200 years, and has therefore been observed more than once by people here on Earth over the centuries.
It's appearance in the skies above Earth has been noted since ancient times, and was associated with both bad and good omens by many cultures. But in truth, its behavior is no different than any shortterm visitor that swings by from time to time. And its visits have become entirely predictable!
Discovery:
Halley's Comet has been observed and recorded by astronomers since at least 240 BCE, with clear references to the comet being made by Chinese,
Babylonian, and medieval European chroniclers. However, these records did not recognize that the comet was the same object reappearing over time. It was not until 1705 that English astronomer Edmond Halley, who used Newton's Three Laws of Motion to determine that it was periodic.
Until the Renaissance, astronomers' believed that comets – consistent with Aristotle's views – were merely disturbances in the Earth's atmosphere. This idea was disproved in 1577 by Tycho Brahe, who used parallax measurements to show that comets must lie beyond the Moon. However, for another century, astronomers would continue to believe that comets traveled in a straight line through the Solar System rather than orbiting the Sun.
In 1687, in his Philosophiæ Naturalis Principia Mathematica, Isaac Newton theorized that comets could travel in an orbit of some sort. Unfortunately, he was unable to develop a coherent model for explaining this at the time. As such, it was Edmond Halley – Newton's friend and editor – who showed how Newton's theories on motion and gravity could be applied to comets.
In his 1705 publication, Synopsis of the Astronomy of Comets, Halley calculated the effect that Jupiter and Saturn's gravitational fields would have on the path of comets. Using these calculations and recorded observations made of comets, he was able to determine that a comet observed in 1682 followed the same path as a comet observed in 1607.
Pairing this with another observation made in 1531, he concluded that these observations were all of the same comet, and predicted that it would return in another 76 years. His prediction proved to be correct, as it was seen on Christmas Day, 1758, by a German farmer and amateur astronomer named Johann Georg Palitzsch.
His predictions not only constituted the first successful test of Newtonian physics, it was also
the first time that an object besides the planets was shown to be orbiting the Sun. Unfortunately for Halley, he did not live to see the comet's return (having died in 1742). But thanks to French astronomer Nicolas Louis de Lacaille, the comet was named in Halley's honor in 1759.
Origin and orbit:
Like all comets that take less than about 200 years to orbit the Sun, Halley's Comet is believed to have originated from the Kuiper Belt. Periodically, some of these blocks of rock and ice – which are essentially leftover matter from the formation of the Solar System some 4.6 billion years ago – are pulled deeper into the Solar System and becomes active comets.
In 2008, another point of origin for the Halley-type comets had been proposed when a transNeptunian object with a retrograde orbit similar to Halley's was discovered. Known as 2008 KV42, this comet's orbit takes it from just outside the orbit of Uranus to twice the distance of Pluto. This suggests that Halley 's Comet could in fact be member of a new population of small Solar System bodies that is unrelated to the Kuiper Belt.
Halley is classified as a periodic or short-period comet, one with an orbit lasting 200 years or less. This contrasts with long-period comets, whose orbits last for thousands of years and which originate from the Oort Cloud – the sphere of cometary bodies that is 20,000 – 50,000 AU from the Sun at its inner edge. Other comets that resemble Halley's orbit, with periods of between 20 to 200 years, are called Halley-type comets. To date, only 54 have been observed, compared with nearly 400 identified Jupiter-family comets.
Halley's orbital period over the last 3 centuries has been between 75–76 years, although it has varied between 74–79 years since 240 BC. Its orbit around the Sun is highly elliptical. It has a perihelion (i.e. the point where it is nearest the Sun) of just 0.6 AU, which places it between the orbits of Mercury and Venus. Meanwhile, it's aphelion – the farthest distance from the Sun – is 35 AU, the same distance as Pluto.
Unusual for an object in the Solar System, Halley's orbit is retrograde – which means that it orbits the Sun in the opposite direction to the planets (or clockwise from above the Sun's north pole). Due to the retrograde orbit, it has one of the highest velocities relative to the Earth of any object in the Solar System.
The orbits of the Halley-type comets suggest that they were originally long-period comets whose orbits were perturbed by the gravity of the gas giants and directed into the inner Solar System. If Halley was once a long-period comet, it is likely to have originated in the Oort Cloud. However, Halley is believed to have been a short-term comet for the past 16,000–200,000 years.
Because its orbit comes close to Earth's in two places, Halley is the parent body of two meteor showers: the Eta Aquariids in early May, and the Orionids in late October. Observations conducted around the time of Halley's appearance in 1986, however, suggest that the Eta Aquarid meteor shower might not originate from Halley's Comet, although it might be perturbed by it.
Structure and composition:
As Halley approaches the Sun, it expels jets of sublimating gas from its surface, which knock it very slightly off its orbital path. This process causes the comet to form a bright tail of ionized gas (ion tail), and a faint one made up of dust particles. The ion tail is also known as a coma (a small atmosphere) which spans up to 100,000 km across and consists of violatiles such as water, methane, ammonia and carbon dioxide.
Despite the vast size of its coma, Halley's nucleus is relatively small – barely 15 kilometers long, 8 kilometers wide and roughly 8 kilometers thick. Its mass is also relatively low (an estimated 2.2 × 10 14 kg, or 242.5 billion tons) and its average density is about 0.6 g/cm3, indicating that it is made of a large number of small pieces held loosely together.
Spacecraft observations have shown that the gases ejected from the nucleus were 80% water vapor, 17% carbon monoxide and 3–4% carbon dioxide, with traces of hydrocarbons (although more-recent
sources give a value of 10% for carbon monoxide and also include traces of methane and ammonia).
The dust particles have been found to be primarily a mixture of carbon–hydrogen–oxygen–nitrogen (CHON) compounds – which are common in the outer Solar System – and silicates, like those found in terrestrial rocks. At one time, it was thought that Halley could have delivered water to Earth in the distant past – based on the ratio of deuterium to hydrogen found in the comet's water that showed it to be chemically similar to the Earth's oceans. However, subsequent observations have indicated that this is unlikely.
The ESA's Giotto (1985-1992) and Russia's Vega missions (1986) gave planetary scientists their first view of Halley's surface and structure. The images could only capture roughly 25% of the comet's surface, but nevertheless revealed an extremely varied topography – with hills, mountains, ridges, depressions, and at least one crater.
The illustration shows a view of Augsburg, Germany with the comets of 1680, 1682 (Halley's Comet), and 1683 in the sky. Credit: NASA/JPL
Role in myths and superstitions:
As already noted, Halley's Comet has a long and rich history when it comes to being observed by humans. Including its most recent visits, Halley's Comet has been visible from Earth on 30 separate occasions. The earliest record of which were the Shih Chi and Wen Hsien Thung Khao chronicles, written in China ca. 240 BCE.
While it is believed that Babylonian scribes recorded the appearance of Halley's Comet when it returned in 164 and 87 BCE, it's most famous appearance occurred shortly before the 1066 invasion of England by William the Conqueror. Whereas King Harold of England saw the comet as a bad omen, William and his forces interpreted it as a sign of their impending victory (at least according to legend).
Throughout the Middle Ages, the appearances of comets in the night sky were seen as heralds of bad news, indicating that either a person of royal standing had died, or that dark days lay ahead. This is perhaps owing to what was seen as the erratic and unpredictable behavior of comets, when compared to the Sun, the Moon and the stars.
With the development of modern astronomy, this view of comets has been largely dispelled. However, there are many who still hold to the "doom and gloom" view of Halley's Comet, believing that it will strike the Earth at some point and trigger an Extinction Level Event, the likes of which has not been seen since the Dinosaurs.
Photo of Haley's Comet crossing the Milky Way, taken by the Kuiper Airborne Observatory in New Zealand on April 8th/9th, 1986. Credit: NASA
Artists' impression of the Kuiper belt and Oort cloud, showing both the origin and path of Halley's Comet. Credit: NASA/JPL
Disappearance:
Halley's overall lifespan is difficult to predict, and opinions do vary. In 1989, Russian astronomers Boris Chirikov and Vitaly Vecheslavov performed an analysis of 46 apparitions of Halley's Comet taken from historical records and computer simulations. Their study showed that the comet's dynamics were chaotic and unpredictable over long timescales, and indicated that its lifetime could be as long as 10 million years.
In 2002, David C. Jewitt conducted a study that indicated that Halley will likely evaporate, or split in two, within the next few tens of thousands of years. Alternately, Jewitt predicted that it could survive long enough to be ejected from the Solar System entirely within a few hundred thousand years.
Meanwhile, observations conducted by D.W. Hughes et al. suggests that Halley's nucleus has been reduced in mass by 80–90% over the last 2000–3000 revolutions (i.e. 150,000 – 230,000 years). By their estimations, it would not be surprising at all if the comet evaporated entirely within the next 300 revolutions or so (approx. 25,000 years).
The last time Halley's Comet was seen was in 1986, which means it will not reappear until 2061. As always, some are choosing to prepare for the worst – believing its next pass will signal the end of life as we know it – while others are contemplating if they will live long enough to witness it.
The nuclear of Halley's Comet, obtained by the Halley
Powered by TCPDF (www.tcpdf.org)
Multicolour Camera (HMC) on board the Giotto spacecraft during its flyby on March 13, 1986. Credit: ESA
Source: Universe Today
APA citation: What is Halley's Comet? (2015, June 15) retrieved 5 May 2021 from https://phys.org/news/2015-06-halley-comet.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only. | <urn:uuid:5f015476-d23a-41a1-8d52-be4c480bc147> | CC-MAIN-2021-21 | https://phys.org/pdf353579451.pdf | 2021-05-05T20:44:30+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00531.warc.gz | 490,380,020 | 2,649 | eng_Latn | eng_Latn | 0.996587 | eng_Latn | 0.998815 | [
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Home Learning: 2-3 years Newsletter 25th May 2020
Hi everyone!
This home learning newsletter has ideas for activities which follows our curriculum, Early Years Foundation Stage (EYFS). The activities have been selected carefully for your child's age range however you know your child best, so adapt it as necessary to achieve the best outcome.
If your child doesnt seem interested in an activity, don't be disheartened or assume they can not or won't do it. Leave it a while and try again or do something completely different. Most importantly, have fun with your child!
Communication and Language
Personal Social and Emotional
Focus on word endings such as 'going' and 'cats'
Take some teddies or animals and make up a scenario such as, this teddy is going for a swim, another one jumps in, now there are 2 teddies swimming.
Physical Development
Hopefully you have more time whilst in lockdown and not rushing around as much. Now is a great time to work on independent skills such as getting dressed. When doing a coat up, encourage your child to pull the zipper up. Find lots of hats and make a game of putting them on. practice putting socks on and taking shoes off.
© Natural Choice Nurseries Ltd May 2020
Talk with your child to make links between their body language and words e.g. "Your face looks cross. Has something upset you?"
Get a mirror out and practice different faces
Reminder
Remember to teach your child to wash their hands regularly and for the recommended time of 20 seconds. Make it fun by singing with them and giving lots of praise and attention. Younger children may not like it at first, but they very quickly adjust, especially if you model washing your hands regularly.
Mathematics
Using chalk on the pavement or drawing on some paper, draw patterns such as a swirl, zig zag or simple line. Find some stones or bottle lids, anything small and lots of them for your child to place on the lines. This teaches them about patterns, which will help towards number and letter formation in the future.
Understanding the World
Raid your recycling box for bottles with screw on lids. Try to find different sizes, cut the neck off, superglue to a thick piece of cardboard, and you have a twisty busy board!
Literacy
Create a story sack! Find items around the house to go with a story, then read it with your child, encouraging them to join in. If you have any out of date porridge oats lurking in the back of the cupboard, add them to a little tray, with 3 bowls and 3 spoons, as you talk about Goldilocks and the 3 bears. Maybe you have 3 teddies
Expressive Arts and Design
Introduce dancing songs to your child. Hopefully they love hearing new songs, so this should be an easy fun activity for both of you. Sing songs such as Ring a Ring a Roses and Here We Go Round The Mulberry Bush.
This movement is important for their hand muscles and hand eye coordination.
There is a list of free online home learning resources on our webpage along with lots of other useful links and information
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!
The Big Schools Winterwatch Live Lesson
Teacher and parent/carer guide
Where and when:
Date: Thursday, 28th January 2021
Time: 11am
Duration: 30 minutes (approx.)
Location: bbc.co.uk/livelessons
This programme is available to view live or on catch-up from home or school, and no sign-up is required.
Simply visit the website on the day and time and follow the instructions on the page to watch.
Curriculum links - Key Stage 2/2nd Level
Science:
Using classification keys to help group, identify and name living things
Gathering, recording, classifying and presenting data in a bar chart
English:
Learning about and identifying conventions of instructional texts
Mathematics:
Interpreting and presenting data using bar charts
Solving problems using information presented in bar charts
Setup:
How much space and equipment is needed?
The lesson can be viewed in a classroom or at home with a device (computer, tablet or mobile phone) linked to a reliable broadband connection.
As we'll be asking children to get involved in activities throughout the lesson, it would be beneficial if children had the accompanying activity sheet to hand to guide them through the activities, as well as stationery such as pens and pencils.
Lesson content:
This cross-curricular programme covers learning objectives across science, English and mathematics at Key Stage 2. Answers to each activity will be provided on the programme, but answer sheets are also available to download on the Live Lesson page.
Warm-up:
At the beginning of the programme, children will be asked to do a quick warm-up activity to label parts of a bird. This will be referenced on the programme and pupils can fill this in on the activity sheet provided.
Section 1: Science - Classification keys:
In this section of the programme, children will be introduced to classification keys and how we can use this to help us identify birds.
They will be shown an example of how the classification key on their activity sheet works, and then asked to use that key to identify the remaining birds on their activity sheet.
It may be worth highlighting to the children that this is not an exhaustive key and only features four out of the many birds in the UK. As a follow-up activity, children may be encouraged to create their own dichotomous classification keys for birds that they've spotted, or different living or non-living things in their environment.
Section 2: English - 'How-to' guides:
The second section of the programme introduces children to 'how-to' guides, or instructional texts. They will learn about features and conventions of an instructional text, and will be asked to identify and check off those features on a 'how-to' guide that's provided to them on their activity sheet.
As a challenge following the Live Lesson, children can try and use what they've learnt to create a 'how-to' guide of their own choosing.
Section 3: Mathematics - Bar charts:
The final section of the programme teaches children about reading bar charts and using them to present information and data.
Children will be asked to solve problems using the bar chart provided on their activity sheet.
Following the Live Lesson, children might choose to create their own bar charts to display data they've gathered - for example, the number of birds they spotted over an hour.
You can find out more about taking part in the Big Schools Birdwatch and the Big Garden Birdwatch on the Live Lesson page.
Additional support:
Links to more information on the topics covered in the lesson can be found on the Live Lesson page.
This Live Lesson is also supported by supporting resources from Twinkl, available to download from the Live Lesson page closer to the day.
Contact us:
If your child or pupils are planning on watching the Live Lesson in school or at home, let us know. Email us with your school name or names of your children and they could be featured on the Live Lesson.
Send in any questions or comments before and during the Live Lesson to email@example.com, or get in touch by using the hashtag #bbclivelessons. We'll aim to answer as many of your questions as possible.
We'd also love to see examples of children's work. If your children have created any work or carried out any activities using the resources on our website, please do send it in to firstname.lastname@example.org, and they could be showcased on the programme or on our website.
If you are sending in any images or videos that feature children, please ensure that you have parental permission, as they may be shown during the Live Lesson and on our website. Please be aware that the BBC may ask you to demonstrate that you have received verifiable parental consent. In the email, please confirm your official relationship to the child/children featured, e.g. teacher, Brownie group leader, sports coach etc. and confirm that you have sought prior parental consent. Please also ensure the material is not sensitive or controversial. Read our terms and conditions at bbc.co.uk/usingthebbc for more information.
Images of birds © RSPB | <urn:uuid:c6ddaa96-5be9-4719-b62a-d05401fa3981> | CC-MAIN-2021-21 | https://teach.files.bbci.co.uk/livelessons/BigSchoolsWinterwatch-TeacherAndParentGuide_final.pdf | 2021-05-05T21:17:19+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00535.warc.gz | 592,230,113 | 1,079 | eng_Latn | eng_Latn | 0.998319 | eng_Latn | 0.998781 | [
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December 14, 2008
Bigfork's Essential Stuff Newsletter -- Bringing People Together A Publication of Essential Stuff Project, Bigfork, Montana
Refrigeration Without Electricity
Root Cellar
Many foods can be stored long-term in a root cellar (typically 40 - 45 0 F), but perishable foods such as milk and butter require colder storage temperatures; see below for colder options. Of course, in winter, the whole world is a refrigerator and you merely need find a spot where things won't freeze.
A root cellar can be as simple as a box buried below ground, or as elaborate as an insulated room either below or partially above ground. Ideally, it is fairly humid (50 - 80% humidity). Maximize the amount of the cellar below ground level, as the ground maintains a fairly stable temperature below the freeze-line. It should have adequate ventilation for air circulation (to prevent mold).
Example root cellars:
[x] A box/structure sent into side of a hill; e.g., concrete manhole, airtight container, or wood box;
[x] A structure (similar list as above) built underground, with a ground-level cellar door for access
[x] An insulated box, such as an old freezer, buried in the ground with access to the lid
[x] A corner of a basement, with an insulated common wall
Colder Options:
Cold Spring or River
Utilizing a spring or river, into which you submerge a basket/box of foods, is perhaps the simplest method of keeping foods cool. If the stream moves too fast, you can either dig a small back-water pool to hold your basket, or tie your basket to a post.
A lidded basket with a secure clasp will help keep animals from disturbing your food.
Spring House
A spring House is a small, insulated building set over a source of cold water. It can be built to span an outlet, creek, etc.; or constructed with two of the corner posts set into the stream and two on the bank.
The interior walls are equipped with shelves on which you stack your butter, milk, and other perishables. The center of the floor is open to the water below; a walkway is left open between the opening and the shelving. A tower of wire is constructed in the hole; burlap is hung from the wire, to drop into the water. The water saturates the burlap, bringing cooling up into the house.
See http://en.wikipedia.org/wiki/File:Springhouse.jpg or www.nps.gov/archive/tapr/virtualtour/vtspringhouse.htm for photos of old spring houses.
Well House
Similar to a spring house, but set over a well. A bucket or hand-pump is used to bring cold water up into a pool of water below the opening in the floor. (See ESP flyer: Hand Pump Suppliers)
Ice Box
An ice box is a well-insulated cabinet with shelves for storage and a bin for a block of ice, which keeps the box cold. But where would you get the ice in summer without a freezer? The ice house!
Ice House
After collecting winter ice from ponds and lakes, you store it in a ice house. A properly insulated ice house will keep ice until the beginning of the next winter. These sites provide ideas:
Photos of the old limestone ice house at the Tallgrass Prairie National Reserve:
* www.nps.gov/archive/tapr/virtualtour/vticehouse.htm
* Ice house design in new England and Virginia; discusses siting, construction, and harvesting of ice: www.off-grid.net/2006/01/04/building-an-ice-house/ and www.motherearthnews.com/Do-It-Yourself/1972-09-01/Build-An-Ice-House.aspx
* Plank construction with roof; insulated with sawdust: www.oldandsold.com/articles11/miscellaneous-recipes-20.shtml http://planetgreen.discovery.com/home-garden/build-ice-house.html
* Brick construction, cone shape (from 1828 article); includes sketch: www.gardenhistoryinfo.com/gardenpages/icehouse.html
Contact Edd Blackler (email@example.com, 837-5196), or Catherine Haug (firstname.lastname@example.org, 837-4577) | <urn:uuid:125d9e23-38fa-4bcf-be99-41229e589470> | CC-MAIN-2021-21 | https://www.essentialstuff.org/wp-content/uploads/2009/02/refrig_icehouse_ideas_esl.pdf | 2021-05-05T21:45:49+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00535.warc.gz | 805,655,187 | 906 | eng_Latn | eng_Latn | 0.993534 | eng_Latn | 0.995518 | [
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Teach Me What To Do Instead!
Changing the way we speak to children is the first step….
1. Teach a child what TO DO instead of telling them what not to do.
2. Avoid "I" statements like "I see …" or "I notice…" and instead say the child's name or "You…"
3. Clearly and simply state what you expect the child to do OR, better yet, ask an open-ended question to encourage her to think of what to do e.g., "Where do the toys go after you play?" vs. "Put the toys away!"
4. Use positive, descriptive acknowledgement statements (PDA or PDA Plus) while the child is doing the desired behavior, not just after they have done it e.g., "You are cleaning up all the toys you played with!" vs. "You cleaned up your toys!" Focusing on effort versus outcome may help children develop a growth mindset.
Examples:
| Avoid saying | Say/Model |
|---|---|
| Don’t run! | ▪ Walk ▪ Use walking feet ▪ How do we cross the street? ▪ What is a safe way to do that? |
| Stop climbing! | ▪ Keep your feet on the floor ▪ What’s a safe way to reach that? |
| Don’t touch that! | ▪ Look with your eyes ▪ What are you supposed to do if you want to touch? |
| No yelling! | ▪ Use a calm voice ▪ I want to understand you… How can you say that another way? |
| Stop whining! | ▪ Please speak clearly. ▪ I’m trying to understand what you are saying…can you tell me another way? |
| Don’t stand on the chair! | ▪ Sit on the chair ▪ What is the safe way to use that? ▪ How can you get that safely? |
| Don’t hit! | ▪ Gentle hands ▪ Hands are for playing, eating, and hugging ▪ Tell her/him how you feel! |
| No coloring on the wall!! | ▪ You can color on the paper or the easel. Which do you choose? ▪ Where do we color? |
| Don’t throw your toys! | ▪ Play with the toys on the floor ▪ Where do the toys go? ▪ What’s a safe choice? |
| Stop playing with your food! | ▪ What is a respectful way to eat? ▪ First eat, then play! ▪ Do you need help or do you want to feed yourself? | | <urn:uuid:567d66a9-5f34-49a6-ab46-7e3917b577fe> | CC-MAIN-2021-21 | http://www.huskyhouseforkids.org/uploads/7/1/4/2/71423177/teachmelf2017.pdf | 2021-05-05T22:47:32+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988696.23/warc/CC-MAIN-20210505203909-20210505233909-00536.warc.gz | 73,778,723 | 541 | eng_Latn | eng_Latn | 0.998977 | eng_Latn | 0.998977 | [
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Electron Arrangement In Atoms Worksheet Answers
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Electron Arrangement In Atoms
Worksheet
isotope: atoms of the same element that have different mass numbers due to a different number of neutrons. ion: a charged particle formed by the loss or gain of electrons. proton: +1 charged
subatomic particle located in nucleus, amu = 1. ... ELECTRON ARRANGEMENT WORKSHEET ...
ELECTRON ARRANGEMENT WORKSHEET
Section 5.2 Electron Arrangement in Atoms 135 Look at the orbital filling diagrams of the atoms listed in Table
Page 6/27
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5.3. An oxygen atom contains eight electrons. The orbital of lowest energy, 1s, has one electron, then a second electron of opposite spin. The next orbital to fill is 2s. It also has one electron, then a second electron of opposite spin.
5.2 Electron Arrangement in Atoms
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Arrangement of Electrons in Atoms SECTION 1 SHORT ANSWER Answer the following questions in the space provided. 1. In what way does the photoelectric effect support the particle theory of light? In order for an electron to be ejected from a metal surface, the electron must be struck by a single
photon with at least the minimum energy needed to ...
4 Arrangement of Electrons in Atoms
Activity Overview After learning how electrons are arranged in an atom, have students use this worksheet to practice their new skills! Students will draw the
electrons onto the "rings", or different energy levels, of the atom diagrams. They should also include the atomic number and atomic mass for the element presented.
Atomic Model Worksheet | Electron Arrangement Practive Electron Configurations Worksheet For
atoms, the number of electrons = number of protons because atoms are neutral. Remember you are filling in ALL the electrons, not just valence, but ALL. The order of filling in electrons in the subshells is 1s 2s 2p 3s 3p 4s
Electron Configurations Worksheet Because measuring the position of an
Get Free Electron Arrangement
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electron actually changes its position, there is always a basic uncertainty in trying to locate an electron. Thus, the exact position of the electron cannot be found. An electron cloud or orbital represents the region that is the probable location of an electron. 11.
Arrangement of Electrons in Atoms
Page 12/27
Electron Arrangement. Electrons are not randomly arranged in an atom and their position within the atom can be described using electron arrangements, which are a simplified version of electron configurations.For each element of interest, we look at the number of electrons in a single atom and then determine how those electrons are
arranged based on the atomic model.
2.4: Electron Arrangements Chemistry LibreTexts
Start studying 5.2 Electron Arrangement In Atoms. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
5.2 Electron Arrangement In Atoms Flashcards | Quizlet
Electron arrangement in atoms. Valence shell electrons. I am available for private tutoring on Skype or Google+ Hangouts. Send me a message on Facebook at ht...
Electron arrangement in an atom YouTube
10. Drawing Bohr Models of Atoms 1 – 20 and Key 11. I Have You Have –game reviewing concepts of atoms 12. Rules for Counting Atoms 13. Counting Atoms Worksheet and Key 14. Counting Atoms Review and Key 15. spdf Energy Levels Diagram and Periodic Table for Orbital Arrangement 16. Electron Arrangement Practice and Key 17.
The Atom for Middle School
The arrangement of electrons within the orbitals of an atom is known as the electron configuration. The most stable arrangement is called the ground-state electron configuration. This is the configuration where all of the electrons in an atom reside in the lowest energy
Get Free Electron Arrangement In Atoms Worksheet Answers orbitals possible.
Electron configuration Activity
The electron arrangement of an atom can be worked out from its atomic number. For example, the atomic number of sodium is 11. Sodium atoms have 11 protons and so 11 electrons. 2 electrons occupy...
Electron arrangement - What does the periodic table tell ... Free Printables Worksheet Chapter 5 Electrons In Atoms Answers To Worksheet We found some Images about Chapter 5 Electrons In Atoms Answers To Worksheet:
Chapter 5 Electrons In Atoms Answers To Worksheet | Free ... GOB Chemistry Homework Worksheet Arrangement of Electrons Discuss in detail the arrangement of electrons in atoms. Make sure you define ground state, excited state, atomic orbitals, electron configuration, core electrons, and valence electrons. Give the electron
configuration of all elements in the second period.
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Correct electron configurations can be obtained by using the Aufbau diagram for the elements up to and including vanadium..and copper are exceptions to
the Aufbau principle. Chronium The orbitals of a principle energy level are lower in energy than the orbitals in the next higher principle energy level.
5.2 Flashcards | Quizlet
Atomic Arrangement Showing top 8 worksheets in the category - Atomic Arrangement. Some of the worksheets
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Atomic Arrangement Worksheets Teacher Worksheets
ELECTRON ARRANGEMENTS PERIODICITY AND BONDING GUIDED NOTES SC3 Students will use the modern atomic theory to explain the characteristics of atoms. a. Discriminate between the relative size, charge, and position of protons, neutrons, and electrons in the atom. b. Use the orbital configuration of neutral atoms to explain its effect on the
atom ...
Electron Arrangement Notes Packet ANSWERS
The electron has to gain the amount of energy equal to the difference between the higher-energy orbit and the initial lower-energy orbit. Based on the wavelengths of hydrogen's line emission
spectrum, Bohr calculated the energies the electrons would have in the various energy levels.
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'A certain man from Zorah was named Manoah. He was from the tribe of Dan. Manoah had a wife who wasn't able to have children. The angel of the Lord appeared to Manoah's wife. He said, "You are not able to have children. But you are going to become pregnant. You will have a baby boy. Make sure you do not drink any kind of wine. Also make sure you do not eat anything that is 'unclean.' You will become pregnant. You will have a son. The hair on his head must never be cut. That is because the boy will be a Nazirite. He will be set apart to God from the day he is born. He will take the lead in saving Israel from the power of the Philistines." ' Judges 13:2 - 5 NIRV
'Samson went down to Timnah. There he saw a young Philistine woman. When he returned, he spoke to his father and mother. He said, "I've seen a Philistine woman in Timnah. Get her for me. I want her to be my wife."' Judges 14:1 - 2 NIRV
"Samson went down to Timnah. His father and mother went with him. They approached the vineyards of Timnah. Suddenly a young lion came roaring toward Samson. Then the Spirit of the Lord came powerfully on Samson. So he tore the lion apart with his bare hands. He did it as easily as he might have torn a young goat apart. B ut he didn't tell his father or mother what he had done. Then he went down and talked with the woman. He liked her." Judges 14:5 - 7 NIRV
"Some time later, he was going back to marry her. But he turned off the road to look at the lion's dead body. He saw large numbers of bees and some honey in it. He dug out the honey with his hands. He ate it as he walked along. Then he joined his parents again. He gave them some honey. They ate it too. But he didn't tell them he had taken it from the lion's dead body. Samson's father went down to see the woman. Samson had a feast prepared there. He was following the practice of young men when they married their wives. When the people saw Samson, they gave him 30 men to be his companions. "Let me tell you a riddle," Samson said to the companions. "The feast will last for seven days. Give me the answer to the riddle before the feast ends. If you do, I'll give you 30 linen shirts. I'll also give you 30 sets of clothes. But suppose you can't give me the answer. Then you must give me 30 linen shirts. You must also give me 30 sets of clothes." "Tell us your riddle," they said. "Let's hear it." Samson replied, "Out of the eater came something to eat. Out of the strong came something sweet." For three days they couldn't give him the answer. On the fourth day they spoke to Samson's wife. "Get your husband to explain the riddle for us," they said. "If you don't, we'll burn you to death. We'll burn up everyone in your family. Did you invite us here to steal our property?" Then Samson's wife threw herself on him. She sobbed, "You hate me! You don't really love me. You have given my people a riddle. But you haven't told me the answer." "I haven't even explained it to my father or mother," he replied. "So why should I explain it to you?" She cried during the whole seven days the feast was going on. So on the seventh day he finally told her the answer to the riddle. That's because she kept on asking him to tell her. Then she explained the riddle to her people." Judges 14:8 - 17 NIRV
"Before sunset on the seventh day of the feast the men of the town spoke to Samson. They said, "What is sweeter than honey? What is stronger than a lion?" Samson said to them, "You have plowed with my young cow. If you hadn't, you wouldn't have known the answer to my riddle." Then the Spirit of the Lord came powerfully on Samson. He went down to Ashkelon. He struck down 30 of their men. He took everything they had with them. And he gave their clothes to those who had explained the riddle. Samson was very angry as he returned to his father's home. Samson's wife was given to someone else. She was given to a companion of Samson. The companion had helped him at the feast."
Judges 14:18 - 20 NIRV
Questions
1. Who came to Manoah and his wife to say they would have a baby?
2. What did it mean to be a Nazarite?
3. What kind of animal did Samson kill on his way to meet his wife?
4. Who empowered Samson to kill that animal?
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The 5 Assurances: Leader's Guide
This lesson is designed to help solidify some basic fundamental ideas that back up the habits you've been developing in your disciple.
Purpose
* To give a basic understanding of the "5 Assurances", and what they mean for the disciple's life
* To be able to do a "word study" to find out what a Bible verse has to say about any particular topic.
Plan
1. Remember to pray before the meeting! Your disciple may be struggling with doubts that are addressed in this lesson, so pray that God would soften their hearts and that they would be responsive.
2. If you feel the need to, spend some extra time on the assurances you think your disciple really needs to hear. Look up other verses beforehand that go with the assurance
3. When you get to the Discipleship Challenge, teach them how to do a Word Study! This simple study method is a great way to help your disciple begin discovering biblical truth on their own. Below is a structure for how to do one.
1. Write out the word you plan to study. Write down a definition from the dictionary on it. Go to a thesaurus and look up any related words that might be helpful.
2. Go to https://www.biblestudytools.com/ and put your words into the search, one at a time. Copy down every verse that comes up, including the text and the reference. If it's a word with a lot of references (Love has over 500!), then specify a few books in the filter settings.
3. Spend some time meditating on each verse individually. What does each verse have to say about your word? What insights does it give you? Why was that word used in the story?
4. After you do this with each verse, summarize your findings on what the Bible says about your word. Create an application based on your summary.
* Remember to keep your application SMART: Specific, Measurable, Attainable, Realistic, and Timely.
Important Illustrations
The Train Illustration
1. Draw a train with the locomotive at the front, a passenger car in the middle, and a caboose at the back. Explain that this illustration shows how we should order what we believe.
2. In the middle of the locomotive, write "Fact". Explain that when dealing with doubts, we must first remember what is true. What does Scripture have to say about the subject? What do you know to be true about God?
3. In the passenger car, write "Faith". Because of what we know about God, we can trust Him in situations where there isn't a clear answer. What is something you've had to trust God in? How did it work out?
4. In the caboose, write "Feelings". Explain that feelings are important, but they shouldn't be driving the train because they are fickle and prone to change. Feelings should be guided by what we know and believe, not the other way around. How have feelings guided you in making a decision in the past?
5. Explain that when we have these in order, working through doubts can be a faith-building experience, rather than a faith-destroying one. Are there doubts you struggle with? How do you think this way of thinking can help you process it?
The 5 Assurances
Memory verse checklist:
What does it mean to have confidence in something?
According to this verse, why did John write this letter?
Why do you think it was important to John that his audience understands this?
Verse of the Week: 1 John 5:11-13 “And this is the testimony: God has given us eternal life, and this life is in his Son. Whoever has the Son has life; whoever does not have the Son of God does not have life. I write these things to you who believe in the name of the Son of God so that you may know that you have eternal life.”
☐ 2 Corinthians 5:17
☐ Joshua 1:8
☐ Psalm 119:11
☐ Philippians 4:6
☐ Hebrews 10:24-25
☐ Matthew 28:19-20
☐ Romans 5:8
☐ John 14:26
☐ Ephesians 5:15-17
The Foundation of Belief: The 5 Assurances
"And this is the testimony: God has given us eternal life, and this life is in his Son. Whoever has the Son has life; whoever does not have the Son of God does not have life. I write these things to you who believe in the name of the Son of God so that you may know that you have eternal life." - 1 John 5:11-13
Assurance #1: Assurance of Salvation
There will be times where you may not "feel" like you are saved. Maybe you gave in to sin, or feel so overwhelmed with your brokenness that you wonder if you really are saved. But because of what Jesus Christ did on the cross, we can rest in the knowledge that if we have given our hearts to God, and received Christ as our Lord and Savior, we cannot lose our salvation by anything we can do.
Assurance #2: Assurance of Answered Prayer
"Until now you have not asked for anything in my name. Ask and you will receive, and your joy will be complete." - John 16:24
You may feel doubts about whether or not God is answering your prayers. But according to the Bible, if Jesus Christ is your Lord and Savior, you have a privilege of getting to speak directly to God. How does that make you feel?
Asking in Jesus' name means asking in His authority based on His merit, not your own. This also means that the prayer God answers are those that fall in line with Jesus' character, since it's on His authority we ask them.
1
BE A DISCIPLE
Assurance #3: Assurance of Victory over Sin
"No temptation has overtaken you except what is common to mankind. And God is faithful; he will not let you be tempted beyond what you can bear. But when you are tempted, he will also provide a way out so that you can endure it." - 1 Corinthians 10:13
What is a temptation that you struggle with regularly? What is the "way of escape" that God wants you to use to get out of it?
Assurance #4: Assurance of Forgiveness
"If we confess our sins, he is faithful and just and will forgive us our sins and purify us from all unrighteousness." - 1 John 1:9
Although God promises us victory over sin, there will be times where we still fail, and fall into sin. What does this pas sage say God will do if we confess our sins to Him?
Assurance #5: Assurance of Guidance
"Trust in the LORD with all your heart and do not lean on your own understanding. In all your ways acknowledge Him, and He will make your paths straight." - Proverbs 3:5-6
God promises to lead us in our lives as we follow Him. What three things are we supposed to do? What does God promise to do in return? How would that help you in your life?
Working Through Doubt: The Train Illustration
Many Christians have struggled with doubts in their minds, and from that can develop a wrong idea that God isn't who He says He is in the Bible. This illustration helps guide us through those feelings.
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PRAY Have a parent open up this lesson in prayer
"Dear God, we thank you for keeping your promises! As we learn more about you, may it help us worship You. Amen"
OPENING ACTIVITY
Zipped Lips: Invite kids to take turns acting out something that they associate with Christmas, such as twinkling lights, snow, the nativity. Challenge the other kids to guess what the volunteer is acting out.
Say: It might seem odd that we are acting out Christmasy things, but it's because today we are learning about Jesus' birth. Jesus was born as God's promised Saviour! We just celebrated Christmas, but everyday is a perfect time to celebrate God's faithfulness in sending a perfect Saviour to rescue us from sin.
Ask: As we prepare to read about Jesus' birth—what is one thing that you love about Christmas?
Say: There many things to love about Christmas: the time off from school, family time, singing at church. All of these can help us remember how remarkable it was that God came to earth, as a baby. Let's read more.
READ
Read Luke 2 or the summarized story below.
Take to Heart
As a family, take time to memorize the Key Bible Passage over the next several weeks! Take it to heart and notice how God's Word becomes alive in you!
"In the beginning was the Word, and the Word was with God, and the Word was God. He was with God in the beginning" — John 1:1-2
TEACH Take turns reading as parents, OR have kids read parts of the lesson.
Say: Time and time again, God told His people that the Messiah was coming. Despite their continued sin and inability to obey, God remained faithful and kept His promise to send Jesus. God is faithful!
Ask: What do you find so remarkable about Jesus' birth?
Say: What is so remarkable is that despite our inability to ever earn God's love, He still loves us. God would have been right to choose not to save people who were lost in sin. But God chose to send His only Son to become a human life us!
Say: It is also remarkable because everything seems backwards from how we might have expected it. A king was born in a manger. A big event happens in a small town. Angels tell shepherds the news, not "big, important people." God the creator and the King of all creation steps into a human body. This is truly a miracle!
Ask: Why is it important that Jesus came as a human? Let everyone wrestle and try to answer before proceeding
Say: This is important, because Jesus is both fully God and fully human. Because of this, Jesus completely understands our feelings, thoughts and temptations. Jesus knows what we are going through. And Jesus was perfect. Because he is human, he able to take our sin to the cross. Because he is God—he is able to forgive our sins. In all of this, Jesus has all power and majesty and worthy of our praise because Jesus is God's Son!
PRAY Have someone in the family volunteer to read the closing prayer
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Frederick the Wise
by Mathew Block
Born January 17, 1463, Frederick III would reign as Elector of Saxony from 1486 until his death on May 5, 1525. His importance to the Reformation is so instrumental that it can scarcely have taken place without him—and yet the motivations behind his actions are not always immediately clear.
Frederick the Wise, as he is often called, grew up a friend of Johann von Staupitz, who would later become an important Augustinian theologian. When he founded the University of Wittenberg in 1502, Frederick would invite Staupitz to become professor of Scripture and theology. Following Staupitz' resignation to become Vicar-General of the Augustinian Order's reformed branch, however, Frederick would appoint—at Staupitz' suggestion—a young Martin Luther to take his place.
It was in this context that Luther began to study and understand Scripture more clearly. As he did so, he became increasingly concerned with the church's teaching on indulgences. He eventually published these concerns in 1517 in the 95 Theses.
The theses certainly caught the attention of Frederick III, just as they did the rest of Europe. A pious Christian, Frederick had spent years accumulating a vast collection of relics for the Castle Church in Wittenberg. An inventory from 1518 lists an astounding 17,443 items in the collection, making it among the largest in all Europe. Every year on All Saints Day (November 1), the relics would be displayed for the benefit of the faithful. By venerating each of these relics, the church taught that a Christian could gain indulgences reducing his or her stay in purgatory by a full 1,902,202 years.
The relics and their indulgences were a significant source of income for the elector's university. In fact, indulgences had funded the initial building of the university. Luther's theses against indulgences therefore had the potential to reduce the Elector's bottom line. But as the teachings of the Reformation began to grow and spread in the ensuing years, Frederick the Wise nevertheless took constant steps to protect Luther.
FollowingLuther's excommunication in 1520, Frederick convinced Emperor Charles V to give him a hearing in Worms. And after Luther's departure from the city, Frederick arranged to have him kidnapped for his own safety. The soon to be published Edict of Worms called for Luther's arrest as a heretic. But Frederick had already had him hidden away in Wartburg Castle near Eisenach. There Luther would pursue the translation of Scripture into the common German language, as well as other theological writings.
Throughout all these events, Frederick demurred that he, as a layperson, was not qualified to make judgments on the theological topics under debate. He never openly declared allegiance to Reformation theology. By contrast, he kept his great collection of relics, though he stopped displaying them publicly in 1523. But he was clear that wanted to see justice done for Luther—and that meant a fair trial, not a show court with a predetermined verdict.
Were Frederick III's motivations totally pure in his defense of Luther? Or might he also have been concerned that the fate of his university was inextricably entwined with the fate of its star professor? Perhaps a defense of Saxony's autonomy was also at issue? Or was it in fact that
T
HE
Frederick III personally sympathized with the teachings of Luther and the Reformation? Or perhaps it was some combination of all of the above?
We cannot know for sure. What we do know is this: right before his death, Frederick the Wise communed for the first time according to the practice of the reformers (taking both bread and wine as opposed to just bread, as was the Roman approach). It was, perhaps, his clearest confession of faith.
Without Frederick III's defense of Luther, the early beginnings of the Reformation seemed doomed to failure. "Such a prince is a blessing from God," Luther wrote after his death. God give us all such good rulers.
ANADIAN
C
UTHERAN
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July/August 2016
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Published onNational Catholic Reporter(https://www.ncronline.org
Florida Catholics celebrate black history
Judy Gross | Dec. 8, 2011
Carole Curry talks with Kenneth Louis, who conducted a gospel music workshop during the "Plenty Good Room" gathering at St. Eugene Catholic Chapel and Student Center Nov. 11-13 in Tallahassee, Fla. (Judy Gross)
TALLAHASSEE, FLA. -- The celebration here of ?Plenty Good Room,? exhibited the vigor and joy of African Americans? song and food. St. Eugene Catholic Chapel and Student Center on the edge of Tallahassee?s Florida A&M University, a land-grant school, brought together a cross section of the community Nov. 11-13 for a gospel music workshop to feed the soul and a soul food lunch to feed the body.
The occasion marked the local celebration of November as Black Catholic History Month.
Gabe Brown, director of the Pensacola-Tallahassee diocese?s Office of Black Catholics, began a poignant presentation by singing, ?Sometimes I Feel Like a Motherless Child.?
?Why should I feel like a motherless child in the church I was born in?? Brown asked, and then answered the question: Because, he said, ?I don?t see or hear about me? in the Catholic church.
Brown told NCR, ?The black Catholic church is seeing an exodus of young people who go to Baptist churches, where there are programs to engage them.? He was referring to the success of black congregations springing up in storefront churches, as well as megachurches in North Florida.
?They leave churches where the sermons are boring [and have] priests who don?t respond to their needs,? Brown said.
He said that he is concerned that Pensacola?s historic St. Joseph Parish, established in 1891, may close for lack of congregants. The parish at one time included St. Joseph Colored School, St. Joseph Creole School and St. Joseph Boarding School and Orphanage.
Carole Curry, a lay leader at St. Eugene, where lively liturgies attract students, related the history of black Catholicism by saying, ?It was common in the early days for owners to have their slaves baptized.?
The first European explorer of Florida, Ponce de León, brought two African men with him in 1513. Later, Pedro
)
Menéndez imported 500 enslaved Africans to build St. Augustine. In 1693 Spain offered freedom to slaves who converted to Catholicism, and a community of freed black converts lived in the St. Augustine area until 1763.
In St. Augustine, not long after the Civil War, the Sisters of St. Joseph established a school for freed slaves in 1867. As late as 1916, three of the sisters in St. Augustine were arrested for violating a 1913 Florida law that forbade whites to teach in black schools. Within three decades, however, schools to educate black children spread throughout the state.
A smattering of parishes across the country -- like St. Francis of Assisi in Milwaukee, St. Martin de Porres in Cheek, Texas, and St. Elizabeth Ann Seton in Ontario, Calif. -- had celebrations to mark the month set aside for Black Catholic heritage.
According to the website of the National Black Catholic Congress, the National Black Catholic Clergy Caucus of the United States designated November as Black Catholic History Month in 1990 ?to celebrate the long history and proud heritage of black Catholics. Two commemorative dates fall within this month, St. Augustine?s birthday (Nov. 13) and St. Martin de Porres? feast day (Nov. 3).?
[Judy Gross writes for NCR from Tallahassee.]
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Corwin International Magnet School Language Policy
Corwin International prepares all students to be life-long learners who are inquiring, knowledgeable, caring, and internationally minded through globally connected education, innovative technology, rigorous mastery based curricula, and meaningful assessment. Corwin International students are active and compassionate learners who understand the diversity of the world's people and participate in an ever-changing world community.
Language Philosophy and Purpose
Corwin International Magnet School believes that language is the vehicle for all learning. Students read, write, speak, and listen in order to relate to the world around them. Corwin International believes that language is used in constructing meaning and is intimately connected to a person's relationship with the world and how they come to feel about that world. According to Learning in a language other than mother tongue in IB programmes, language development through the language and learning continuum is constructed through these three aspects: learning language, learning through language, and learning about language.
The goal of this policy is to outline an inclusion system that allows for teachers and students to work collaboratively to help learners develop an understanding of themselves at a level where they can selfadvocate (International Baccalaureate Programmes, 2). This document will be used to inform all stake holders of federal, state, district and school responsibilities. This policy is a "living" document that will change based on updates in federal, state or district regulations and/or best practices identified by the school or IB organization.
At CIMS, the percentages of students who are identified are 1.81%. There are a total of 12 students identified as English Language Learners.
School Obligations: Current Practices Relating to Language Teaching and Learning
Development and Maintenance of Mother Tongue
Federal guidelines do not require testing PHLOTE students in their native (home) language, nor can the results of such testing be used to determine whether students are EL. Nevertheless, PHLOTE students may be tested for native language proficiency in addition to English. Because English instructional approaches vary depending on whether students determining the best educational approach, knowing the first language level is especially helpful when identifying students for EL classrooms or being considered for special education services. Upon entry into a school district, first language proficiency and academic assessment are important for ELs who have been receiving instruction in their native languages. Native language proficiency and academic assessment provide information that helps do the following:
- Determine language dominance and strength
- Preview language learning abilities as a pre-assessment for special education consideration
- Measure students' initial academic knowledge in content area subjects
- Measure students' growth in academic knowledge when instructed in the native language
- Predict students' ability to meet/exceed state standards at selected grade levels
A comparison of performance in both languages provides a more valid profile of the EL. For example, if a student has grade-level literacy skills in their native language and will be receiving all instruction in English, instruction would focus on transferring skills already learned rather than on initial development of these skills s (Colorado Department of Education: GUIDEBOOK ON DESIGNING, DELIVERING AND EVALUATING SERVICES FOR ENGLISH LEARNERS (ELs), 2012-2013, 23).
Guidelines for Instruction
Corwin International Magnet School seeks to "encourage students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right." (IB Mission Statement 2004). In order to support development of the mother tongue, Corwin International Magnet School's ELs are supported in many ways. Through the articulation and specific and targeted teaching of Approaches to Learning Skills, students who are learning in a language other than mother tongue are receiving scaffolding of their language development.
According to Learning in a language other than mother tongue, Cummins (2007) proposes that the four dimensions of teaching that are particularly important in ensuring learner participation and promoting engagement are:
* to activate prior understanding and build background knowledge
* to scaffold meaning
* to extend language
* to affirm identity
CIMS has adopted these four principles as good practice and outlined instruction in the Language Policy to match these four areas.
Activation of Prior Knowledge
In order for new learning to take place, instruction needs to happen with the learner's prior knowledge in mind. General education teachers work collaboratively with specialists in the building to communicate student's previous learning experiences and prior knowledge. Prior knowledge is considered for differentiation of learning. Differentiation and strategies for building or extending background knowledge is documented in the IB unit planner.
With the given information about the student, teachers use best practices and strategies to activate the prior knowledge of all students. These research based activities may include, but are not limited to the following:
- Activating prior knowledge using the student's mother tongue when available through video or text.
- Cooperative Learning Structures – Activities such as RoundRobin, Jot Thoughts, RallyRobin, and Timed Pair Share are structures that ensure active engagement and can be used before a lesson to prompt students to think about new content. In many cases students whose mother tongue is not English are being expose to the language of learning while being supported by teachers and peers to increase the amount of comprehensible input.
- Image Brainstorming – Teachers project an image related to a lesson on the board. Students are then encouraged to list or talk about everything they know about the image. Students can share this information in a Cooperative Learning structure as well.
- K-W-L Charts – Brainstorming with students what they already know about a subject and what they want to learn will activate prior knowledge and open students up to building on that knowledge to create new meaning.
- Video Clips- Teachers show clips from educational movies, television shows, or instructional web based clips to frontload learning through multiple media sources.
- Cross Curricular Connections – grade level teachers use related content and concepts to create interdisciplinary units of study. These units have teachers building on learning that students gain in another content area and synthesizing that information for use in their own content area.
Scaffolding
Teachers at CIMS strive to use best practices that allow them to scaffold new learning in the Zone of Proximal Development to support students' understanding of texts and tasks. According to Learning Diversity in the International Baccalaureate Programmes, scaffolding is a temporary strategy that enables learners to accomplish a task that would otherwise be impossible or much more difficult to accomplish (p. 6). Ways in which teachers at CIMS may scaffold learning include: visual aids, cooperative learning structures like RallyCoach, modeling thinking, dramatization, common writing planners across disciplines, small structured group instruction, HOSTS parent support, and use of mother tongue or best language to develop ideas and initial plans. In addition to these, CIMS also requires all students who are earning less than a 3.0 GPA to attend fall and spring Intersession. After school help is also offered two nights a week. The Approaches to Learning skills have also been strategically articulated to provide structure to the implementation of important skills.
Reading
Since language is central to learning, all of CIMS teachers are considered teachers of language. Teachers may implement the following strategies to help scaffold learning within the student's ZPD:
- Learning about language such as word roots and learning how linguistic genres work in particular content specifics are valuable scaffolding strategies that give learners access to a rich diversity of sophisticated texts (Learning in a language other than mother tongue, 7)
- In addition, there are school wide language strategies that all teachers implement. Each year additional strategies are added such as Cornel Notes, reciprocal teaching, coding the text, and CLOSE reading.
- Students interact with digital text, as well as printed text.
- ATL skills support reading acquisition.
Writing
- DBQ - In the MYP, the Language and Literature teachers work with Individuals and Societies teachers to help students complete an expository essay defending their answers to an analytical question. This is one way in which teachers are building interdisciplinary connections. The Individuals and Societies teachers work on the analysis and debate (thrash out to verbally debate the content), and the language arts teachers help students complete the writing portion. Essays are then peer edited and can be used as a communication tool with parents. Students have to walk parents through the checklist for revision. Bucketing strategies are helping students to organize information into analytical categories. These analytical categories are then turned into the body paragraphs of the essay. The SS3r strategy is used to develop the essays. Language, Individuals and Societies, and Science teachers have been trained and use this strategy.
- ACES strategies - Teachers have adopted the ACES (answer, cite, explain, summarize) method of responding to short constructed response questions like those seen on state tests. Mathematics teachers are also using an adapted version that requires students to respond to the reasonableness of answers and reflect on the thought process when coming to an answer.
- Cornel Notes- Science and mathematics teachers have introduced this note taking strategy this year to improve the organization of students and encourage inquiry through questioning. Students not only take notes, but are encouraged to track questions that come up as a result of instruction. Artifacts from lessons are often time taped in notebooks for easy reference. At the end of each lesson students are given time to summarize lesson importance and reflect on goals.
- Teachers at CIMS were instructed on the writing process and have set many school wide goals to support all students in becoming better writers. Common use of vocabulary and planners has helped to standardize instruction in all content areas.
- Process journals –students are given the opportunity to complete written reflections and track their learning process.
Oral language
- Kagan Cooperative Learning - Cooperative learning strategies support students in language usage and acquisition. All students are actively engaged in speaking. These strategies focus on the positive interdependence of all students supporting each other to do well, individual accountability so that all students feel like they can't hide, equal participation so all students feel like they have equal status and their answer is just as important as the rest of the class, and simultaneous interaction so all students feel engaged. Through the systematic use of structures, students learn social skills and communication skills needed to be successful members of the world community.
Extending Learning
All staff at CIMS strives to instruct students at a level that affords them the opportunity to interact with rigorous curricula through inquiry-based education. Learner-centered practices and interaction with rich materials and experiences are combined with high expectations in an environment of inclusion to help all learners be successful. Assistive technology, where needed, is offered to students to guarantee access to such materials. Corwin International Magnet School has one-to-one technology, allowing all students access to the internet and technology resources.
Affirming Identity and Building Self-Esteem
CIMS staff strives to create an inclusive environment where social and emotional conditions value all languages and cultures and affirm identities of each learner to promote self-esteem. This goal is primarily met through the intentional focus on inquiry, the learner profile, action, and international mindedness. Building programs and practices that strive to affirm identity include:
1. Creating a school and class climate and culture that welcomes and embraces the diversity of learners through the use of Kagan Cooperative Learning Structures. This method of cooperative learning builds collaboration and values diversity. All staff, when possible, has been trained in at least one day of Cooperative learning (Cooperative Learning Resources for Teachers). Heterogeneous groupings allow for all learners, low and high to be challenged, supported, engaged and participate equally as valuable team members.
2. Peace Corps is a program for youth and adults whose main goal is to build a safe school climate by empowering youth. Peace Corps is a bystander education program that promotes caring and compassion within the Corwin International student community (Phillips et al., 95).
3. ISEEIB and the Great Wall of IB are two ways in which students can be identified as embodying learner profile attributes.
4. Parent relationships are a top priority at CIMS. It is the belief that when parents are present and accepted as part of the school culture, students feel more a part of the school community.
Parents are looked at as partners in the education process in these ways:
a. IEP and ALP goals are created with parent and student input.
b. Parents have a volunteer requirement of 18 hours per year per family.
c. Watch D.O.G.S. – Dads of Great Students is a program that allows fathers of students to volunteer their time to help during school days. The focus of this program is to 1) provide positive male role models for students, demonstrating by their presence that education is important; and 2) provide extra sets of eyes and ears to enhance school security and reduce bullying (Watch D.O.G.S., 7).
d. HOSTS (Help One Student to Succeed) – Parent volunteers work with our HOSTS Coordinator to mentor and tutor struggling students who have been referred by teachers for support. The HOSTS coordinator also works with the Special Education department to work within a student's IEP and continue communication with parents on additional and optional intervention opportunities.
Mother-tongue identification and support
CIMS has very few students who are second language learners. Most students are duel language learners. In 2014-2015, twelve students are identified as English Language Learners and are receiving additional support.
Step 1—Identification of Students Whose Primary or Home Language is Other Than English (PHLOTE)
A Home Language Survey must be completed for each student; it should be provided in the language most frequently spoken in the local community. It is advisable that this be the first form filled out in the registration process for all students. The Office for Civil Rights (OCR) suggests that the Home Language Survey contain, at a minimum, the following three questions:
- Is a language other than English used in the home?
- Was the student's first language other than English?
- Does the student speak a language other than English?
The district must ensure that all students have a completed home language survey on file (including monolingual English speakers). If any response on the home language questionnaire indicates the use of a language other than English by the student or another person in the home, further investigation must be conducted to determine the student's English language proficiency. The use of a language other than English does not signify that the student is not a competent and proficient English speaker.
Section 9501(a)(1) of the ESEA requires LEAs to provide services under Title III, among other Federal programs, to private school children, their teachers, and other educational personnel. The responsibility under the Title IX uniform provisions for providing Title III services to LEP students in private school lies with the LEA and, consequently, the LEA is responsible for assessing the English language proficiency of private school students if requested by private school representatives. The school district must establish an effective and systematic procedure to identify all ELs. The identification, assessment and placement procedure must include the following:
- Home language surveys (HLS) completed as part of the registration process to identify PHLOTE students. Surveys should remain on file, easily accessible to school and district staff and available for state audits
- WIDA-ACCESS Placement Tests (W-APT) administered to all new-to-district students identified as PHLOTE, within first 30 days of school to determine English language proficiency -- If student enrolls after the first 30 days of school then W-APT is to be administered within 2 weeks of arrival.
- Notification to parents of students identified for LIEP services
- Placement in LIEP services for students identified as ELs
- Ongoing Assessment to monitor language and academic growth (including the ACCESS for ELLs Proficiency Test)
Step 2—Assessment of English Language Proficiency (confirmation of the HLS)
Corwin International Magnet School Language Policy
When all HLS responses indicate that English is the only language used by the student and all individuals in the home, the student is considered an English only speaker. Procedures established by the school district for placement in the general student population should be followed.
The district will use the WIDA-ACCESS Placement Test (W-APT) to assess the English language proficiency of all PHLOTE students enrolled in its schools. Based on the results of the assessment and a body of evidence (BOE), each PHLOTE student will be identified as Non-English Proficient (NEP) or Limited English Proficient (LEP). Program placement and instructional decisions will be based on the student's English language proficiency designation and the BOE. Colorado has identified cut scores and guidelines for classifying ELs as NEP or LEP. Districts should use a district body of evidence including the W-APT results when determining language proficiency classification.
Purposes of Language Proficiency Testing
A well-planned, appropriate program of language proficiency assessment is critical to ensure that the instructional program complies with legal requirements and the educational needs of ELs are being met. The district assessment plan should include provision for a timely 30 days (2 weeks if student enrolls after the first 30 days) screening placement assessment (W-APT) as students enter the district, as well as an ongoing program of assessment (to include ACCESS for ELLs) of student progress to support educational planning and monitor student achievement. Information provided through language proficiency assessments can be used for several purposes impacting the educational programs of ELs: 2013-2014program services procedural/decision making, program planning and evaluation, reporting and instructional planning. It is essential that all five language proficiency areas are assessed in English and in the student's native language when possible:
1. Comprehension—Understanding the content of oral/written materials at age- and grade-appropriate levels.
2. Speaking— Using oral language appropriately in the classroom and social interactions.
3. Listening—Understanding the oral language of the teacher, extracting information and following the instructional discourse.
4. Reading—Comprehending and interpreting text at age- and grade-appropriate levels.
5. Writing— Producing written text with content and format in classroom assignments at age- and grade appropriate levels. (East High School Language Policy)
Professional development
Every year, opening school professional development is held over all of CIMS's staple language strategies. CIMS teachers take advantage of regionally offered official IB trainings. Trainings specific to support staff such as ELL teachers and librarians are taken advantage of when offered. Continued research into best practices happens to educate teachers on a continuous basis. As part of the state evaluation process, all teachers are evaluated yearly on their ability teach and promote language in the classroom.
Corwin International Magnet School Language Policy
Foreign Language Learning
French and Spanish are offered to students at CIMS. The decision to offer Spanish instruction was based on the large number of citizens in the local community who speak the language. French instruction was chosen because it was predicted that our feeder school would be providing students who were already proficient in Spanish, and leadership wanted to provide an opportunity for those students to learn a third language.
Foreign language instruction consists of students being placed in Spanish or French as they enter level 1 (6 th grade). They remain in the same Language Acquisition content throughout their education years at CIMS.
Communication and Review of the Language Policy
All policies in relation to the implementation of the IB program are available on the school's website. Review and revisions of the Language policy will take place annually. This document will also be reviewed by the MYP Education Team based on the MYP Policy Review Cycle. This policy is a living document that may be updated due to change in laws or policies as needed.
References
Kagan, Spencer. Cooperative Learning Resources for Teachers. Riverside, CA: Spencer Kagan, 1985.
Philips, Rick, M.ED, et al. Safe School Ambassadors: Harnessing Student Power to Stop Bullying and Violence. San Francisco: Jossey-Bass, 2008. Print.
"Primary Years Programme, Middle Years Programme, and Diploma Programme: Learning in a language other than mother tongue in IB Programme." Cardiff, Wales: International Baccalaureate Organization, April 2008. Print.
"Primary Years Programme, Middle Years Programme, and Diploma Programme: Learning diversity in the International Baccalaureate programmes: Special education needs within the International Baccalaureate programmes. Cardiff, Wales: International Baccalaureate Organization, 2010. Print.
Ward, Roberta. "Gifted and Talented Education." Policies and Procedures IHBB. Pueblo, CO: Pueblo City Schools, 2002. Print.
Ward, Roberta. "Gifted and Talented Education." Policies and Procedures IHBB-R. Pueblo, CO: Pueblo City Schools, 2002. Print.
Watch D.O.G.S. Implementation Guide. Vol. 7. National Center for Fathering. Print. <www.fathers.com/watchdogs>
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Robot Science Meets Social Science: An Embodied Computational Model of Social Referencing
Andrea Lockerd Thomaz, Matt Berlin, Cynthia Breazeal
MIT Media Lab, 20 Ames Street Cambridge, MA USA
Abstract
Social referencing is the tendency to use the emotional reaction of another to help form one's own affective appraisal of a novel situation, which is then used to guide subsequent behavior. It is an important form of emotional communication and is a developmental milestone for human infants in their ability to learn about their environment through social means. In this paper, we present a biologically-inspired computational model of social referencing for our expressive, anthropomorphic robot. Our model consists of three interacting systems: emotional empathy through facial imitation, a shared attention mechanism, and an affective memory system. These systems interact to enable the robot to demonstrate social referencing behavior similar to that of human infants. We argue that in addition to forming a basis for social learning in robots, our model presents opportunities for understanding how these mechanisms might interact to enable social referencing behavior in humans.
Introduction
We believe that social learning will be a critical skill for robots that work with and learn from people in the human environment. Specifically, such robots must be able to leverage their interactions with humans to safely and efficiently learn about their environment and people, much of which will be novel to them.
We argue that the human environment poses new challenges for machine learning systems. Autonomous robots will need to learn from natural social interactions with untrained humans. Furthermore, robots will need to learn in real-time from relatively few examples given the limits of human attention and patience. These constraints are typically not considered by standard statistical learning algorithms - many of which assume a human designer will bear the burden of collecting and labeling a large corpus of data, is willing to wait through lengthy training situations, and so on. We contend that it is important to address the human-robot interaction factors that are deeply intertwined with learning in the real world from naïve human users. In the spirit of viewing machine learning from a human-robot interaction perspective, this paper presents a social learning model that works under human-centric social constraints.
Specifically, we have implemented an embodied computational model of social referencing to allow our robot to learn how to form its own affective appraisals of novel objects in real-time from natural interaction with a human partner. Social referencing represents a new channel of emotional communication between humans and robots, one in which the human plays a central role in shaping and guiding the robot's understanding of the objects in its environment.
We contend that this work has important implications for designing robots that are able to acquire their own metrics of success to guide their own subsequent learning and behavior, rather than have these success metrics hardwired into the robot by a machine learning specialist. In our approach, the human partner can shape these metrics of success in real-time through social interaction.
Further, our implementation is heavily guided by recent scientific findings related to this social phenomenon in infants. Embedding our computational model in an embodied, socially interactive robot provides a unique opportunity to explore within a controlled behavioral context how scientific theories and mechanisms might interact to give rise to social referencing behavior in human infants.
Inspiration from Human Infants
For humans of all ages, social referencing is an important form of socially guided learning where one person utilizes another's affective interpretation of a novel situation in order to formulate one's own interpretation and to guide subsequent behavior (Feinman, 1982). This behavior arises under conditions of uncertainty and ambiguity when one's own intrinsic appraisal processes cannot be used (Campos & Stenberg, 1981).
Given the complexity of the real world, infants are constantly confronted with new situations, objects, and people. Social referencing is an important skill that allows infants to efficiently and safely learn how to handle novel situations from others. Social referencing emerges within the first year of life, whereby infants learn through a process of emotional communication how to feel about a given situation. They then respond to the situation based on this emotional state (Feinman et al., 1992). For instance, the infant might approach a toy and explore it upon receiving a positive message from the adult, or avoid the toy upon receiving a fearful message (Hornik & Gunnar, 1988).
To perform social referencing, an infant must be able to accomplish several distinct social-cognitive prerequisites (Feinman, 1982). Each is a critical milestone for the infant's cognitive and social development. First, the infant must be able to understand the emotional message of another, namely what is the caregiver's affective state? At 2 to 3 months, infants begin to discriminate the facial expressions of others and respond to them with smiles and frowns of their own (Trevarthen, 1979). By 6 months of age, infants are able to respond appropriately to the expressed emotions of others. This is also called emotion contagion, a process by which the caregiver's emotional expression influences the infant's own emotional state and subsequent behavior (Feinman, 1982).
Second, the infant must be able to remember affective appraisals and incorporate these appraisals into its behavior, namely what is the emotional content of the object? By 9 months, infants exhibit the ability to evaluate the consequences of predicted outcomes before responding (Feinman, 1982). Further, these appraisals persist to regulate how the infant interacts with the stimulus in the future and in different contexts.
Third, the infant must be able to identify the referent of the communication, namely what is the caregiver's affective state about? Infants first demonstrate the ability to share attention with others at 9 to 12 months of age, such as following the adult's gaze or pointing gestures to the object that they refer to (Baron-Cohen, 1991; Butterworth, 1991).
Finally, the information of these first three systems is integrated within a behavioral context. The infant must extract the intentional nature of the affective information from the adult's expression and associate this appraisal to the specific referent. Thus, the infant begins to understand that the expressed emotion is about something in particular and can use this to form his or her own appraisal of the novel stimuli (Baldwin & Moses, 1994).
Robot Platform
Our computational model has been implemented and tested on our research platform, Leonardo. "Leo" is a humanoid robot with 65 degrees of freedom that has been specifically designed for expressive social interaction with humans (Fig. 1). The robot is able to interact and communicate with people through speech, vocal tone, gestures, facial expressions, and simple object manipulations.
Figure 1: The Leonardo robot cosmetically finished, with robotic underpinnings exposed, and in simulation.
Perceptual Inputs
The robot has both speech and visual inputs. The vision system has multiple cameras (on-board and environmental) and parses humans and the robot's toys (e.g., colored buttons and balls, stuffed animal toys) from the visual scene. The vision system recognizes pointing gestures and uses spatial reasoning to associate these gestures with their object referent (Breazeal et al., 2004). A head pose tracker based on the Watson adaptive tracking system (Morency et al., 2002) is also used to assess the human's
object of attention. The system uses adaptive view-based appearance models to track the position and orientation (six degrees of freedom) of the closest head in the robot's environment. A facial feature tracking system developed by NevenVision corporation is used to track 22 nodes of affectively salient facial features (Fig. 2). This is important for recognizing the facial expression of a person reacting to objects in the environment.
Leonardo also responds to vocal stimuli. Our speech understanding system uses Sphinx-4, an open-source, Javabased speech recognition system (Lamere et al., 2003). Speech is used to support instrumental communication between the human and the robot (i.e., telling the robot what to do), as well as an affective channel (i.e., conveying the goodness or badness of things). Using a simple word spotting mechanism, we match the human's spoken utterances containing emotive words with specific affective appraisals (e.g., "Leo, Elmo is your friend" maps to positive valence, "The bucket is bad" maps to negative valence, "Leo, this is the fish" maps to neutral, etc.). Positive
Figure 4: Overview of the cognitive-affective architecture
appraisal utterances are assigned a high valence value, and negative utterances a low value.
Additionally, Leonardo tracks vocal intonation using the Praat phonetic analysis toolkit (Boersma, 1993). Our earlier work has shown that certain prosodic contours are indicative of different affective contents (Breazeal, 2002), confirming the findings of (Fernald, 1989). Following this approach, we use pitch mean and energy variance to classify the affective prosody of an utterance along valence and arousal dimensions (Fig. 3).
Cognitive-Affective Architecture
Our computational architecture is designed to explore and exploit the ways in which affective factors influence and interact with the cognitive elements of the system. Emotion mechanisms serve a regulatory role - biasing cognition, perception, decision-making, memory, and action in useful ways. This type of dual architecture, with mutually influencing systems of cognition and affect, is gaining scientific support for its role in enabling living creatures to learn and behave intelligently within complex, unpredictable environments given limited resources (Damasio, 1994; Ortony et al., 1988).
models of behavior. The cognitive system has various modules responsible for the robot's perception, object tracking, memory, attention, behavior arbitration, and motor coordination (Fig. 4). The perceptual system extracts visual and auditory features from the robot's sensory systems and binds them into discrete object representations, called object beliefs that are tracked through time. For example, visual information about a particular toy such as its location, color, shape, size, and label are merged to form one coherent belief about the existence and state of that toy. Object beliefs are used in conjunction with other internal state information (such as motives) to bias action selection decisions based on a behavior-based competitive action selection mechanism. Ultimately, behavior is reduced to motor commands to control the physical body (or to animate a simulated graphical model of the robot).
Cognitive The cognitive system extends the C5 agent architecture, originally designed for use with animated synthetic characters (Blumberg et al., 2002). The framework is inspired by ethological and psychological
Affective The robot's affective system is based on computational models of basic emotions as described in (Breazeal, 2003) (inspired by Kismet, the first socioemotively interactive robot). In humans, emotions seem to be centrally involved in appraising environmental and internal events that are significant to the needs and goals of a creature (Plutchik, 1991; Izard, 1977). Several emotion theorists posit an appraisal system that assesses current conditions with respect to the organism's well-being, its plans, and its goals (Frijda, 1994).
Our model of emotions includes a simple appraisal process based on Damasio's theory of somatic markers (1994) that tags the robot's incoming perceptual and internal states with affective information, such as valence (positive or negative), arousal (high or low), and whether or not something is novel. In a sense the affective system provides the common currency with which everything can be reasoned about.
The robot's affective system is a two-dimensional system (valence and arousal). Describing emotions along two independent dimensions is widely accepted in psychological literature (Thayer, 1989; Watson & Tellgen, 1985). Many factors influence Leo's emotional state, but in the context of social referencing these include emotional communication with the human and remembered affective appraisals of objects. The robot attends to two channels of human affect: facial expression and vocal intonation.
In order for affect to serve as a useful communication device, the system needs also to express its internal state in a way that is understandable to the human partner. This transparency of internal state helps the human help the robot. The robot constantly needs to regulate its stimuli and behavior to maintain a desirable internal state (a moderate level for both arousal and valence). Given an active emotive response and corresponding affective state, the corresponding response tendencies are recruited within multiple systems (e.g., eliciting specific kinds of expressive and behavioral responses) for coping with the situation. Plutchik calls this stabilizing feedback process behavioral homeostasis (Plutchik, 1984). When the robot expresses its internal state, the human is able to intuitively assist the robot in this regulation process. Leonardo conveys emotional state primarily through facial expressions, blending continuously between seven facial poses that characterize its emotional expression space. Additionally, the emotional state influences behavior. For example, in a social referencing scenario, if a novel object is associated with positive affect, the robot enters into a positive emotive state and tends to explore or interact with it. If a toy is associated with negative affect, the robot enters into a negative emotive state and tends to avoid the toy (a fear response) or reject it (a disgust response).
Implementation
Our computational model of social referencing implements three systems - an imitation-based emotion-empathy system, an object-based affective memory system, and a shared attention system - each address the following issues in turn:
What is the caregiver's affective state?
What is the emotional content of the object?
What is the caregiver's affective state about?
Understanding the Emotional Message
The first challenge in social referencing is to understand the emotional message from the human. Specifically, what is the caregiver's affective state?
To address this, the robot uses a simulation-theoretic approach to understanding the affective content of facial expressions (Davies & Stone, 1995). A simulation theory account posits that infants learn to decode emotional messages conveyed through facial expressions by leveraging their early facial imitation capability to bootstrap emotional empathy. For instance, Andrew Meltzoff's experiments support the finding that very young infants have the ability to imitate facial expressions (Meltzoff, 1996) (this is perhaps an innate ability that becomes more sophisticated over time). Other experiments have shown a dual affect-body connection whereby posing one's face into a specific emotive facial expression actually elicits the feeling associated with that emotion (Strack et al., 1988). Hence, imitating the facial expressions of others could cause the infant to feel what the other is feeling, thereby allowing
the infant to learn the association of observed emotive expressions of others with the infant's own internal affective states. In this way, infants learn the affective meaning of emotive expressions signaled through another person's facial expressions and body language by a process of empathy.
We argue that robots can use a similar mechanism to understand people at an affective level. In our model, Leonardo has an innate propensity to imitate the facial expression of the person it is interacting with.
To do so, we have implemented Meltzoff and Moore's Active Intermodal Mapping model for early infant facial imitation (1997). In an imitative interaction where the human initially imitates the robot's expressions, Leonardo learns an intermodal representation (in the robot's facial motor coordinates) of the observed facial expression (in visual coordinates) using a neural network (Breazeal et al., 2005). Once this mapping is learned, the robot can imitate the human's expressions by executing a search over a weighed blend space of its basis facial poses to best approximate the intermodal representation of the human's expression (see Figures 5 & 6).
Once the robot can imitate the facial expressions of others, it can use its own motor representation of facial expressions to learn the affective meaning of emotive expressions generated by the human. To do so, we have implemented the dual body-affect pathway by which the facial expression of the robot elicits the corresponding affective state (i.e., arousal and valence) associated with that expression. The robot learns to associate its internal affective state with the corresponding observed expression to learn the affective meaning of the human's facial expression.
Thus, through this "empathic" or direct experiential approach to social understanding, the robot uses its own cognitive and affective mechanisms as a simulator for inferring the human's affective state as conveyed through facial expression.
Affect and Memory
Another challenge of social referencing is remembering affective appraisals for familiar objects, learning appraisals for new objects, and incorporating these appraisals into the robot's behavior. Specifically, the robot must determine the emotional content of the object.
Recent embodied theories of cognition have identified pervasive links between physical embodiment, affect, and memory. Barsalou discusses a number of social embodiment studies revealing the interdependencies among these factors (Barsalou et al., 2003). For instance, experiments show that manipulating people's face or body posture into a positive or negative pose affects their memory performance. People can more accurately recall events that are congruent with their body posture (e.g., happy/angry posture facilitates recall of happy/angry events). Our memory model is designed to capture this relationship between the body, affective state, and memory.
Leonardo's object memory system allows Leo to form and maintain long-term object memories, and to integrate these memories tightly with his behavior. As discussed briefly above, Leonardo's cognitive system manages current object beliefs, as well as a set of long-term object memories, called object templates. Each object template encodes a set of expectations about perceptual evaluations for a particular object. Thus, whereas object beliefs encode what a particular object is like right now, object templates encode what this object is usually like.
Object templates can be created and revised from object beliefs, and conversely exemplar object beliefs can be created from object templates. This latter process of "imagining" objects from their templates is particularly useful in searching behaviors for a desired target and in reasoning and inference activities. Object templates can be used to fill in information about absent objects such as visualizing a face from a name, or to attach additional information to objects in the perceptual environment such as remembering a name associated with a particular face. Object templates are revised intermittently, and the revision process is triggered by various events of interest to the robot. For example, one of these "remembering episodes" could be triggered by the human naming a particular object or by the successful completion of an object-directed action.
In the context of social referencing, a triggering event for a "remembering episode" happens when the robot's affective state experiences a significant change. For instance, when Leo's affective state becomes significantly positive or negative, he is biased to associate that affect with the object that has his attentional focus. This in turn revises his persistent memory of the object to reflect his current emotional state.
Initially the robot does not have a general model for appraising new objects. It simply stores these individual emotional experiences, and is only able to appraise objects that it has seen before. After a number of object appraisal experiences, the system trains a Radial Basis Function (RBF) model mapping the continuous input features of objects (size, brightness, hardness) to the affective appraisal (arousal and valence). Once this model is built, the affective memory system is then able to appraise novel objects based on past experience.
This appraisal system is inspired by Damasio's theory of somatic markers (1994). Emotional context is stored with the robot's memories of the objects in its environment using "affective tags." Each perceived object is therefore tagged either with remembered affective information, which in turn influences the robot's mood and elicits moodcongruent behavior. In related work, the QRIO robot demonstrates affective memory, attaching long term affective appraisals to people based on past pleasant or painful interactions with them (Sawada et al., 2004).
A Shared Attention Mechanism
The final challenge in social referencing is for the robot to determine what the caregiver's affective reaction is about. This is resolved by Leonardo's shared attention mechanism.
Figure 7: Saliency calculation from environmental and social factors.
Previous computational models for joint attention have focused on deictic gaze or referential looking- defined by Butterworth as "looking where someone else is looking" (1991). For instance, Scassellati explored social understanding on robots with joint visual attention and a robot that imitates only the movement of animate entities (2001). In contrast, our approach follows that of BaronCohen where shared attention is explicitly represented as a mental state of appreciating what the other person's interest is about (Baron-Cohen, 1991). Hence, in our model, referential focus is distinct from gaze direction and the robot's attentional focus.
To implement shared attention rather than referential looking, the robot's attentional state must be modeled with two related but distinct foci: the current attentional focus (what is being looked at right now) and the referential focus (the current topic of shared focus, i.e., what communication, activities, etc. are about). Furthermore, the robot must not only have a model for its own attentional state, but it must also have a model for the attentional state of the human. Thus there are three foci of interest: the robot's attentional focus, the human's attentional focus, and the referential focus shared by the two.
To compute the robot's attentional focus, Leonardo's attentional system computes the level of saliency (a measure
of "interest") for objects and events in the robot's perceivable space (Fig. 7). The contributing factors to an object's overall saliency fall into three categories: its perceptual properties (its proximity to the robot, its color, whether it is moving, etc.), the internal state of the robot (i.e., whether this is a familiar object, what the robot is currently searching for, and other goals), and social reference (if something is pointed to, looked at, talked about, or is the referential focus). For each item in the perceivable space, the overall saliency at each time step is the result of the weighted sum for each of these factors (Breazeal & Scassellati, 1999). The item with the highest saliency becomes the current attentional focus of the robot, and also determines where the robot's gaze is directed (Breazeal et al., 2001). The gaze direction of the robot is an important communication device to the human, verifying for the human partner what the robot is attending to and thinking about.
The human's attentional focus is determined by what he or she is currently looking at. Leo calculates this using the head pose tracking data, assuming that the person's head orientation is a good estimate of their gaze direction. By following the person's gaze direction, the shared attention system determines which (if any) object is the attentional focus of the human's gaze.
The mechanism by which infants track the referential focus of communication is still an open question, but a number of sources, such as word learning studies, indicate that looking time is a key factor (Baldwin, 1994; Bloom, 2002). For example, when a child is playing with one object and hears an adult say "It's a modi", the child does not attach the label to the object the child happens to be looking at. Instead the child redirects his or her attention to look at what the adult is looking at, and attaches the label to that object.
To robustly track the referential focus, we use a simple voting mechanism to track a relative-looking-time for each of the objects in the robot's and human's shared environment. An object receives x votes for each time step that it is the attentional focus of either the human or the robot; it loses y votes for each time step that it is not the current focus; and, it loses z votes when another object is the attentional focus of either the human or robot (x, y, and z are determined empirically). The object with the highest accumulated relative-looking-time is identified as the referent of the communication between the human and the robot (see Fig. 8).
As a concrete example, Fig. 9 shows the robot and human sharing joint visual attention. The robot has tracked the human's head pose and pointing gesture to determine that this object is the human's attentional focus. This in turn made this object more salient to the robot and therefore the robot's own attentional focus. Both of which thereby cast that object as the referential focus as well.
Bootstrapping Social Referencing
Given these three elements of the social referencing model, we now present the interaction scenario where the imitative capability, the attentional system, and the affective memory interact to bootstrap the robot's ability to engage in social referencing. We have implemented and demonstrated our computational model of social referencing in the following scenario. Leonardo can attend to the human or to any of a number of colored toys in the environment. The human can pick up the objects, move them around, teach Leonardo their names, and influence Leonardo's appraisals of the objects by emotionally reacting to them. The robot's ability to imitate and communicate emotionally, along with its shared attention capabilities, long-term memory, and associative object appraisal mechanism, all interact such that social referencing behavior emerges from the interaction between robot and human.
In a typical scenario, the robot's attention system draws Leonardo's gaze to different salient objects in its local environment. As a result, Leonardo demonstrates visual awareness of the objects and people nearby, favoring to look at those that are the most salient such as brightly colored toys and people close enough that Leo can look at their faces. As perceptual stimuli filter through the robot's focus of attention and their features become bound into object beliefs, they are matched against Leo's memory of familiar objects as represented by object templates. Familiar objects are tagged with affective information, biasing the emotion system to activate a specific emotive response toward that object. Consequently, Leo favors toys with positive associated affect, and tends to shy away from those with negative associated affect.
When confronted by a novel object, a new belief object is generated that cannot be matched to an existing object template. The object appraisal tags the object with novelty, which biases the emotion system to evoke a state of mild anxiety as a response to the uncertainty. Leonardo's face expresses a state of heightened arousal as it looks upon the novel object. A behavioral component of Leonardo's "anxious" response is an increased tendency to look to the human's face. The human notices Leonardo's initial reaction to the unknown object and decides to familiarize Leonardo with the object. She picks up the object and shares her reaction to it with Leonardo.
The shared attention system determines the robot's focus of attention, monitors the attentional focus of the human, and uses both to keep track of the referential focus. The fact that the human is gazing and reacting toward the novel toy draws Leonardo's attentional focus to it as well. By computing relative-looking-time , the novel object is established as the referential focus. This allows the robot to shift its gaze and attentional focus to gather information about this object while maintaining the correct referential focus. For instance, Leonardo looks to the human's face (triggered by the "anxious" response) thereby allowing Leo to witness her emotional response, and also to look back to the novel toy to share attention with her.
As Leonardo's attentional focus shifts to the human (while maintaining the novel object as the referential focus), the robot extracts the affective signal from her voice by analyzing her vocal prosody for arousal and valence levels, and processes her speech for certain emotive key words and phrases. The facial imitation system causes the robot to mimic the human's facial expression, which in turn elicits a corresponding emotional response within the robot.
The significant change in the robot's internal affective state triggers a "remembering episode" within the appraisal system, creating a new object template to be updated. The robot's emotive state is used as the affective tag for the referential focus and therefore is bound to the novel object. Thus, the novel object is appraised with socially communicated affective information and committed to longterm memory.
Once the robot forms an object template and knows how to affectively appraise the toy, that appraisal gives rise to the corresponding emotive state and behavioral response whenever that toy is reencountered in the future. The robot's emotive response towards that toy will persist to future interactions when the toy is visually presented, or even just verbally mentioned (provided the robot has been taught the object's name), given the existence of an object template for it with appraisal and label attributes.
Discussion
We have detailed our implementation of a computational model of social referencing that follows a similar developmental story to that of human infants. The robot's facial imitation capabilities help it to recognize the human's emotive expressions and learn their affective meaning. The addition of a shared attention mechanism and affective memory allows the robot to associate the affective messages of others with things in the world. This is an important milestone towards building robots capable of social understanding in the affective and referential realms.
Uses of Embodied Computational Models
We believe that implementing social referencing skills in an embodied, socially situated, and behaviorally interactive robot provides valuable opportunities to explore the analogous mechanism in human infants and to help inform our scientific understanding of the psychological phenomenon. The distinct approach of analysis through synthesis of behavioral phenomena offers certain advantages over approaches that depend on breaking down complex behavioral phenomena into discrete components.
For instance, while many researchers have proposed models of specific components of social referencing, these models and theories are rarely integrated with one another into a coherent, testable instance of the full behavior. A computational implementation allows researchers to bring together these disparate models into a functioning whole.
Furthermore, with different subsystem models running concurrently and influencing the operation of each other, complicated temporal dynamics and between-system interactions can be studied. The demands of coordinating a single robotic body require that a common ground be established between these models, offering the opportunity for a level of analysis that has not been possible before.
In addition, a working, mechanistic model for a robotic platform allows for systematic and controlled experimental manipulations that would be impossible to perform in a biological setting - i.e., changing system parameters, removing the connections between systems, shutting off specific perceptual channels, and so on. Such manipulations may help us to more directly reflect upon the mechanisms behind social referencing in humans. Our embodied robotic platform may be a useful testbed for analyzing and refining theoretical models that are difficult to evaluate in nature.
Finally, a physically embodied model affords detailed behavioral comparisons of the robot with behavior data from human infants. It also allows the human "caregiver" stimulus to be the same across both conditions, rather than filtering human behavior through computer keyboards, mice, etc. Conversely, one could use the robot as a controlled behavioral stimulus to explore human caregiver behavior. In short, the robot allows one to more deeply probe the participants' behavior on both sides of the interaction in a controlled fashion.
Testable Hypotheses of Our Model
Through the process of designing and implementing our robot model, we have generated a few hypotheses about the implications and testable predictions of this model in regards to social referencing behavior and its development in infants. While we do not claim that every aspect of our model is psychologically realistic, we nevertheless believe that the following hypotheses represent interesting areas for future research and warrant experimental investigation.
First, timing is important. Our model predicts that if there were significant delays introduced in the shared attention mechanism then there would be errors in attributions. For instance, the robot would attribute the communicated valence to the wrong object. Thus, a child that exhibited difficulty or delay in following gaze might have significant trouble with socially communicated appraisals. This might be the case with autistic children, for instance, where there is evidence that highly functioning autistic children can switch attention between objects and people but with a significant time delay compared to normally developing infants (Swettenham et al., 1998).
Second, as mentioned earlier, both the social referencing abilities and the word learning abilities of infants demonstrate their acuity in positively tracking the referent of communication. While this ability is known to exist there do not exist precise theories of the mechanism that infants are using. Our shared attention system provides an implementation of one such referent tracking strategy.
Our implementation predicts that relative looking time is the major component in infants' referent tracking. Further studies are needed to understand the extent to which this and other heuristics are seen in infants' referent tracking abilities.
Third, our situated embodied memory model provides a rich testbed for studying the situated aspects of learning. Smith points out that spatial memory may have a significant influence in word binding (Smith, 2003). In pilot studies, children were presented with a set of objects that were subsequently taken out of view. Children were able to associate a name with an object when the experimenter simply gestured towards the space that the object had previously occupied. An embodied implementation like ours provokes an analogous hypothesis about the spatial binding of affective responses to objects.
Future Work
In future work, we are interested in exploring how the robot's initial appraisal of the object can be refined through further experience. As the robot gains experience through direct interaction with the object, it will solidify an appraisal of the object that may differ from its initial evaluation (as communicated by the human). This may be an important process in the evolution of the relationship between the robot and the human, as the human moves from being a teacher to being a collaborative partner. Instead of simply accepting the human's appraisals of novel objects, the robot may begin to negotiate these appraisals or even offer guidance to the human directly. For the robot, keeping track of the human's appraisals of the environment as distinct from its own may be an important first step towards the understanding of social identity.
The robot's direct experience with the objects in its environment may also offer the opportunity for the robot to reflect upon the quality of the human's guidance. People who provide consistently accurate (or even better, unexpectedly useful) appraisals may come to be seen as highly trustworthy teachers, whereas the guidance of people who provide misleading appraisals may come to be trusted less. We believe that the ability to identify trusted sources of information in the environment, or even to match specific learning problems with trusted experts, may provide important leverage to the learning system.
Conclusion
We have presented a computational model of social referencing for interactive robots. Our implementation, inspired by infant social development, addresses three key problems: understanding the caregiver's affective state, remembering emotional appraisals of objects, and identifying the referent of the affective communication. The first of these problems is handled by an emotional empathy system bootstrapped through facial imitation, the second by an affective memory system, and the third by a social attention mechanism that explicitly models the attentional focus of both the human and the robot. These three systems interact to bring about social referencing behavior in an expressive, embodied robot.
Social referencing represents a new channel of emotional communication between humans and robots, which allows the human to actively shape the robot's understanding and exploration of its environment. It is a promising milestone in the development of robots that can engage in socially guided learning. Further, we believe that the implementation of social referencing in a functioning robotic system can be used to advance our understanding of the natural phenomenon. We have proposed three testable hypotheses suggested by our model, and argue that embodied psychological models for social behavior enable new research methodologies that may provide insight into the behavior of both caregivers and infants.
Acknowledgments
The work presented in this paper is a result of the ongoing efforts of the graduate and undergraduate students of the MIT Media Lab Robotic Life Group and our collaborators. Particular thanks go out to Jesse Gray for his involvement in this project. Stan Winston Studio provided the physical Leonardo robot. Vision algorithms were provided by LouisPhillipe Morency, Trevor Derrell, and The NevenVision Corporation. Leonardo's architecture is built on top of the C5M code base of the Synthetic Characters Group at the MIT Media Lab, directed by Bruce Blumberg.
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Watson D. & Tellegen A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98, 219-235. | <urn:uuid:5a6eeb57-574b-4260-8cb5-5af032c92f76> | CC-MAIN-2017-13 | http://androidscience.com/proceedings2005/ThomazCogSci2005AS.pdf | 2017-03-29T18:55:50Z | crawl-data/CC-MAIN-2017-13/segments/1490218191353.5/warc/CC-MAIN-20170322212951-00427-ip-10-233-31-227.ec2.internal.warc.gz | 17,065,525 | 9,207 | eng_Latn | eng_Latn | 0.981156 | eng_Latn | 0.996991 | [
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All Quiet on the Western Front Reading Schedule and Reading Circle Information
You will discuss much of All Quiet on the Western Front with your new group members. You will talk with your group members ten times using work that you have prepared ahead of time. It is your responsibility to follow the reading schedule and meet written deadlines, even if you happen to be absent. You should e-mail your work to us (firstname.lastname@example.org or email@example.com) You may NOT use a Procrastinator Permit for the written assignments. Written assignments must be typed. Consult the rubric on the back to remind you of how you will be evaluated during this time. Since the book will carry over into the new semester, you will receive two grades: one at the midway point (see line below) and one in the new semester. Both will be equally weighted project grades. You must upload the first five assignments by 11:59pm, December 15, as well as turn in a packet of that work in chronological order. The second batch of work will be due uploaded by 11:59pm, January 24. Being late to upload or FAILURE to upload will result in a lowering of your grade by as much as one letter grade.
Schedule-Dates indicate the day the reading and written work is to be completed for class discussion.
12/5 – Ch. 1
12/12 – Ch. 4
1/11 – Ch. 7
1/23 – Ch. 11
Jobs-Pay attention to the job description and follow it completely.
Paul Bäumer – Paul is the main character (and narrator) of this novel. As such, this book is told in a limited first-person point of view; in other words, the book only reveals details that Paul experiences (not omniscient). As you read the assigned chapter(s), write three Level II or Level III questions (only one may be Level III) relating to Paul. You should answer your own questions in writing with detail from the entire chapter(s) you read to demonstrate your specific understanding. The three answers must be at least five to six sentences each. Good questions and answers include partial quotes and page number references and address issues of significance in the chapter(s). You must use correctly somewhere in your questions and/or answers at least three of these terms: tone, point of view, connotation, metaphor, and irony. Highlight the terms you use.*
Other Characters – As a narrator, Paul also discusses and observes his friends, his commanders, and his family. As you read the assigned section, write three Level II or Level III questions (only one may be Level III) relating to characters other than Paul. The characters should be of significance in the section. You need to answer your questions in detailed writing showing your specific reading of the chapter(s). The three answers must be at least five to six sentences each. Good questions and answers make references to specific pages and include partial quotes from the text. You must use correctly somewhere in your questions and/or answers at least three of the following terms: diction, foreshadowing, allusion, symbolism, and imagery. Highlight the terms you use. *
History Connections – While All Quiet on the Western Front is a work of fiction, it reveals much about the reality of war in general, and World War I specifically. Think about three scenes within the section you read that illustrate something about this war (which you can read about in your textbook and/or online) and write three questions about these warrelated issues. Write questions for each of these three scenes of Level II/III quality (only one can be Level III); be sure to cover the range of pages you read. You must answer each series of questions in writing of five to six sentences each demonstrating specific reading of the assigned section. Good questions and answers include specific page references and partial quotes from the text. You must use correctly somewhere in your questions and/or answers at least three of the following terms: theme, motif, hyperbole, irony, and diction. Highlight the terms you use. *
Vocabulary/Literary Devices – Find five words that are words you think your classmates may not know – words that are challenging. You must (1) write the page number where the word appears; (2) copy out the sentence in which the word appears; and (3) write the word's part of speech and a usage-appropriate definition in your own words (no synonym definitions!). Also, choose four examples of figurative language – sections of the reading that convey strong imagery or symbolism. Copy these sentences from the book. Write one question about the effect of each literary device (four questions total). Write your own 3-4 sentence answer for each.
* Failure to highlight the term will affect your grade.
Paul
Other characters History Connections Vocab/Lit
| 12/5 – Ch. 1 | | | |
|---|---|---|---|
| 12/7 – Ch. 2 | SAME | SAME | SAME |
| 12/9 – Ch. 3 | | | |
| 12/12 – Ch. 4 | | | |
| 12/14 – Ch. 5 | | | |
| 1/9 – Ch. 6 | | | |
| 1/11 – Ch. 7 | | | |
| 1/17 – Ch. 8/9 | | | |
| 1/23 – Ch. 11 | | | |
5
Written work always complete, on time, and sometimes exceeding specifications
Written work usually demonstrates outstanding understanding of reading and of required literary terms
Group participation demonstrates active engagement with the text and with group members; attendance excellent
4
Written work nearly always complete, on time, and meeting specifications Written work usually demonstrates above average understanding of reading and of required literary terms
Group participation demonstrates mostly active engagement with the text and with group members; attendance good to excellent
3
Written work usually complete, on time, and meeting specifications
Written work usually demonstrates average understanding of the reading and of the required literary terms
Group participation demonstrates some engagement with the text and with group members; good attendance
2 Written work partially complete, perhaps not on time or not meeting specifications
Written work demonstrates superficial understanding of the reading and misuse/misunderstanding of the required literary terms
Group participation is lacking or perhaps inconsistent; engagement not observed; absences may hinder observation
1
Written work often failed to meet specifications or was not on time
Written work demonstrates little or no understanding of reading and no effort at using/understanding the required literary terms
Group participation not observed or usually ineffective and disengaged; absences make observation difficult
As you develop your questions about AQWF, we want you to write about literature the way the Common Core State Standards expect your grade level to write about literature. Thus, you have required terms you must use as you complete your job.
Here is a bulleted list of some ways to think about these terms.
* Think about how Remarque writes the novel. How does the point of view Remarque uses in this novel contribute to its meaning? How does he use diction (connotation or denotation) to create meaning? Where/how does he use foreshadowing? What kind of tone does the author use?
* How does Remarque's use of various literary devices – figurative language (hyperbole, metaphor, personification, simile), imagery, symbolism – add to the impact of the novel?
* As he develops Paul's character and that of the others in the book, does Remarque use irony to create his meaning?
* Think about the other characters in the novel. How does Remarque's characterization of them (their dialogue, their actions) add to the novel's theme?
* Remarque has been praised for his realistic style and his depiction of the realities of war. Look at the impact of his diction and his use of figurative language. How do these affect the mood, tone and theme of the book? What verb tense does he use in the novel? How does his use of tense impact the reader?
World War I was an extremely significant and tense time in history. How is Remarque's novel related to the themes and issues of this time period? | <urn:uuid:ec439a98-7b6c-419b-bbc9-f4eff0eb8fae> | CC-MAIN-2017-13 | http://clarkhumanities.org/assignments2016/AQWF.pdf | 2017-03-29T18:55:48Z | crawl-data/CC-MAIN-2017-13/segments/1490218191353.5/warc/CC-MAIN-20170322212951-00430-ip-10-233-31-227.ec2.internal.warc.gz | 77,803,365 | 1,740 | eng_Latn | eng_Latn | 0.997185 | eng_Latn | 0.997956 | [
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Parent Page September 2016
Be Expressive
You are your baby's first teacher about feelings. Even before your baby fully understands your words, he is learning about the world from you. Your expressive or cautious looks and your enthusiastic tone will guide, warn and comfort him.
Your baby can read the look on your face.
Your baby learns about emotions based on the expressions on your face. As your baby grows, he develops the ability to read your emotions. He is guided by your emotional expressions.
Your baby learns by listening to the tone of your voice. Even if your baby doesn't understand your words, he does understand the feeling communicated through your tone. He understands what certain phrases and tones imply, like "IT'S OK to play with that" and "DON'T do that!"
Your baby makes decisions based on your expressions, tone and words. With your encouragement or caution, your baby is learning how to navigate this world. Researchers call this learning process "social referencing." Even if your baby doesn't understand all of your words, he might look at the expression on your face to decide what to do — or not do — next.
You can help your baby learn by being expressive! Be enthusiastic! Babies love it — and you will love it too. Speak to your child in a positive way. Don't be embarrassed to expressively say, "ROLL THE BALL TO ME!" or when offering a warning, "CAREFUL, that coffee is very HOT!"
Match your face to your feelings.Express your feelings clearly, so your face, words, and tone communicate what you mean. Your baby will understand you best when your facial expression, tone of voice and actions all match.
http://www.pbs.org
Nominate Your Child Care Provider For JCCCA Provider Of The Month!!! E-Mail Sheryl firstname.lastname@example.org
Beef Stew
Ingredients
1/2 cup Flour
1 1/2 tsp salt
1/2 tsp black pepper
2 lbs stewed beef
1 1/2 cups beef broth
1 diced onion
1 1/2 tsp Worcestershire Sauce
1 tsp paprika
4 carrots
4 celery stalks
4 to 5 medium potatoes
Directions
Put meat into crock-pot. Mix up flour, salt & pepper and pour over meat. Mix meat and flour mixture up until the meat is well coated. Pour in beef broth. Chop onion in put into crock. Add and mix in Worcestershire Sauce & paprika. Cut up carrots, celery and potatoes and put in crock. Cook on High: 5 hrs or Low: ~9hrs Number of Servings: 8
FEELINGS
Tune: "Twinkle, Twinkle Little Star"
I
have feelings, so do you. Let's all sing about a few. We get happy, we get sad. We get scared, we get mad. I am proud of being me That's a feeling, too, you see. I have feelings, so do you. We just sang about a few.
Adapted Traditional
Parent Page Editor: Kelly Froyen email@example.com | <urn:uuid:aadfa46b-d7e9-444f-9696-2e23ddbd4612> | CC-MAIN-2017-13 | http://jeffcochildcare.org/wp-content/uploads/2014/10/Parent-Page-September2016.pdf | 2017-03-29T18:54:02Z | crawl-data/CC-MAIN-2017-13/segments/1490218191353.5/warc/CC-MAIN-20170322212951-00423-ip-10-233-31-227.ec2.internal.warc.gz | 184,757,290 | 649 | eng_Latn | eng_Latn | 0.997468 | eng_Latn | 0.997468 | [
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Making Thanksgiving an Everyday Way of Being
As we gather with family and friends to celebrate Thanksgiving this week, we would do well to think about how to make each day one of thanksgiving. In the midst of our busy lives – and especially in a culture that often leads our kids to say, "Give me, give me!" – how can we instill in our children a spirit of gratitude for all things, large and small? Here are Marti's practical tips for raising thankful kids:
I. Background
Many times we adults complain that children and teens don't appreciate anything – that they're spoiled, ungrateful and take things (and us!) for granted. But rarely do we stop and think about the fact that gratefulness is a learned behavior. In many ways – every day – we are teaching our children to be grateful or NOT! It's important to start early, when children are just toddlers, to teach not only manners, like saying "please" and "thank you," but to help children be mindful of what they have and what others do for them. As children get older, the lessons become even more important, moving toward a larger view of the freedoms and opportunities for which we all should be grateful.
II. Four tips for parents
1)
Set an example of thankfulness Say thank you when a family member or friend does something for you. Let your kids see you write thank you notes, even just a text or e-mail for simple things, but handwritten cards for special gifts or favors. Keep thank you cards and stamps on hand and help your kids write notes or, if they're toddlers, draw a picture. This is not just about teaching children manners, but helping them learn to recognize the kindness of others. Also be mindful of your own grumbling, complaining or thoughtlessness; what message are you giving your kids about your own sense of gratitude?
2) Establish a daily "thanksgiving ritual" With younger children, develop a bedtime routine of having them name the best thing that happened that day. Or have them express thanks for someone who helped make their day better. For the whole family, make it a dinnertime habit for everyone to name one thing for which they are thankful. (Teens may roll their eyes, but don't let that stop you. Who knows, they probably will do the same ritual with their own kids someday!) If your child names a person who did something thoughtful, encourage your child to thank that person the next day, if he or she didn't already do so.
3) Avoid over-indulging your children
It's natural for parents to want to make their children happy, but when we give into children's every desire (especially with material things), we give our kids a sense of entitlement. Instead, help them focus
on appreciating the things and opportunities they already have. With tweens and teens, encourage them to wait, work and save for things that are really important to them. This way they learn the value of
things, develop a sense of accomplishment and feel more grateful when you or others do choose to give them something special.
From the earliest ages, expect children to contribute to the smooth running of the household by being responsible for their own space and possessions and sharing in daily chores. For a very young child, this might mean putting toys away after playtime, putting their dirty clothes in the hamper at bedtime and helping to set the table. For tweens and teens, they can do dishes, help with meal preparation, take out the garbage, fold laundry, dust and vacuum. (Their future roommates or spouses will be grateful to you for teaching them!) As a family, reach out to others through volunteer service, working in a soup kitchen, mentoring a child, helping in the church nursery, collecting warm clothes for families in a shelter, shoveling the walks for an elderly neighbor – whatever is needed in your community. It is through contributing to the wellbeing of others that children (and adults!) become most grateful for their own
4) Engage your children in contributing, in the family and beyond wellbeing and the people who have contributed to it.
Marti Erickson, Ph.D. Owner & Co-host, Mom Enough® Copyright 2015 | <urn:uuid:35d59288-695f-4f5f-8b29-147366cfa9d8> | CC-MAIN-2017-13 | http://momenough.com/wp-content/uploads/2015/11/Thanksgiving-Everyday.pdf | 2017-03-29T19:00:18Z | crawl-data/CC-MAIN-2017-13/segments/1490218191353.5/warc/CC-MAIN-20170322212951-00426-ip-10-233-31-227.ec2.internal.warc.gz | 244,828,342 | 859 | eng_Latn | eng_Latn | 0.995712 | eng_Latn | 0.995421 | [
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In the wake of Jean-Baptiste Charcot
From 29/11/2023 to 13/12/2023
Ship: LE COMMANDANT CHARCOT
From Ushuaia to Ushuaia
Overnight in Santiago + flight Santiago/Ushuaia + transfers + flight Ushuaia/Santiago
Your journey aboard Le Commandant Charcot will begin with your first look at this strikingly elegant ship, capable of navigating our planet's most extreme environments. You are about to begin an adventure that will lead you to the edges of the Earth, on the continent that no people have ever inhabited, the Antarctic. But while these lands belong to no one, they have been the theatre of the greatest expeditions and have proven the heroism exemplified by certain men. From the Antarctic Peninsula to the Bellingshausen Sea and its unknown islets, Le Commandant Charcot will humbly take you on a 15-day exploration of the Far South, in the wake of the legendary man to whom it owes its name.
After crossing the mythical Drake Passage, beaten by the winds and home to soaring cape petrels, you will glimpse the last continent on the horizon. Jean-Baptiste Charcot led his first journey to the Antarctic over a century ago, but his exploits still resonate and his traces are tangible here. His first expedition with the ship Le Français built his legend and made a mark on Salpêtrière Bay. A little further south lies Marguerite Bay, which he explored during his second expedition. He named this mountainous and magnificent land after his wife and Pourquoi-Pas Island after his eponymous ship. At the exit of the Lemaire Channel, Petermann Island still holds memories of the wintering of this exceptional expedition.
As you sail on exploring the Bellingshausen Sea, the conditions become increasingly extreme. Ice takes over your horizon, the ice floe stretches out, and icebergs drift around you. The approach to Charcot Island guarantees intense emotions and gives you the unique feeling of being among the privileged few able to contemplate it.
Throughout your journey, our team of passionate experts will go over all the details of these historic exploits with you while sharing their in-depth knowledge of the wildlife and landscapes. You will have the chance to observe Adelie, Gentoo and chinstrap penguins and perhaps even some young emperor penguins on the edge of the ice floe. Leopard, crabeater and Weddell seals, humpback and Mink whales, and orcas also live in these southern waters that you will sail through like those men of legend did before you.
Find out more about the world of Le Commandant Charcot here!
We are privileged guests in these extreme lands where we are at the mercy of weather and ice conditions. Our navigation will be determined by the type of ice we come across; as the fast ice must be preserved, we will take this factor into account from day to day in our itineraries. The sailing schedule and any landings, activities and wildlife encounters are subject to weather and ice conditions. These experiences are unique and vary with each departure. The Captain and the Expedition Leader will make every effort to ensure that your experience is as rich as possible, while respecting safety instructions and regulations imposed by the IAATO.
The information in this document is valid as of 06/07/2022
In the wake of Jean-Baptiste Charcot
YOUR STOPOVERS :
USHUAIA
Embarkation 29/11/2023 from 16:00 to 17:00 Departure 29/11/2023 at 18:00
Capital of Argentina's Tierra del Fuego province, Ushuaia is considered the gateway to the White Continent and the South Pole. Nicknamed "El fin del mundo" by the Argentinian people, this city at the end of the world nestles in the shelter of mountains surrounded by fertile plains that the wildlife seem to have chosen as the ultimate sanctuary. With its exceptional site, where the Andes plunge straight into the sea, Ushuaia is one of the most fascinating places on earth, its very name evocative of journeys to the unlikely and the inaccessible…
CROSSING THE DRAKE PASSAGE
Arrival 30/11/2023 Departure 01/12/2023
Use your days spent in the Drake Passage to familiarise yourself with your ship and deepen your knowledge of the Antarctic. The Expedition Leader will first present the IAATO rules of conduct that must be observed during landings in the region and will explain everything you need to know about the zodiac outings. Lectures about the history and wildlife of the Antarctic will be an opportunity for you to learn more about this magical region, where every cruise is a unique experience. From the ship's bridge, you will experience exceptional sailing moments before joining the naturalist-guides on your ship's exterior decks to look out for albatrosses, cape petrels, and other seabirds flying over the Drake Passage.
CROSSING THE ANTARCTIC CIRCLE
Arrival 02/12/2023 Departure 02/12/2023
Weather permitting, we'll cross the mythic line of theAntarctic Polar Circle, located along66°33' south of the Equator. This iconic area demarcates the point from which it is possible to view the midnight sun during the December solstice. Within this circle, the sun remains above the horizon for 24 consecutive hours at least once a year. Crossing this line, an experience known to few people, is sure to be an unforgettable highlight of your cruise through the polar regions.
THE GULLET
Arrival 03/12/2023
Departure 03/12/2023
The sumptuous landscapes of this narrow channel between Adelaide Island and Graham Land attract all visitors sailing towards Marguerite Bay. It is like an ice palace, its immaculate white walls reflected in the frozen mirror formed by the waters of the Southern Ocean, scattered with icebergs and gleaming blocks of ice. This passage was explored for the first time by the Jean-Baptiste Charcot expedition in 1909, which sketched its position. It was then surveyed in 1936 by the British expedition under John Rymill. It is here in this magical setting that some of the first subaquatic images of the Antarctic were shot during Philippe Cousteau's four-month expedition to Antarctica between 1972 and 1973.
EXPEDITION TO CHARCOT ISLAND
Arrival 04/12/2023 Departure 05/12/2023
When he discovered this island surrounded by sea ice in 1910 from aboard the Pourquoi Pas ? as he mapped Alexander Island, Jean-Baptiste Charcot had not be able to get less than 40 miles away from it. Situated in a zone that experiences frequent low-pressure systems and regular cloud cover, the island remains in many ways an enigma. It is entirely covered in ice and sheer cliffs, with the exception of the rocky outcrops extending over a dozen kilometres in the far north-west. The ice in the narrowest part of Wilkins Sound has been cracking in recent times, thus officially detaching this island from its neighbour, Alexander Island, lying 50 km away. Very few people have landed on this largely untouched island, whose waters attract numerous seabirds, such as petrels, Antarctic terns and skuas.
BELLINGSHAUSEN SEA
Arrival 06/12/2023 Departure 06/12/2023
Stretching from the west of the Antarctic Peninsula to the Amundsen Sea, the Bellingshausen Sea was named after the Russian admiral and explorer who has been attributed the first confirmed sighting of mainland Antarctica, in 1820. Among others, its waters surround two of the Antarctic's largest islands: Alexander Island and Thurston Island. You will explore this sea amid ice floe, blocks of sea ice and majestic icebergs. The coastal areas along the Bellingshausen Sea are also renowned as the home of colonies of emperor penguins. Depending on the month of the southern summer, you will perhaps be lucky enough to observe isolated adults, adolescents seeking emancipation or recently independent new adults.
MARGUERITE BAY
Arrival 07/12/2023 Departure 07/12/2023
The icebergs are each more majestic than the next and scattered around the deep and intense blue waters of Marguerite Bay, one of the most beautiful regions in the Antarctic. It is delimited in the north by the mountainous Adelaide Island, in the south by George VI Sound and Alexander Island, and in the east by the Fallières Coast. Charcot named it after his wife during his second expedition to the Antarctic between 1908 and 1910. In 1909, in the southern summer when the skies are at their clearest, he led an important scientific mission to map and study this region. The bay is home to a number of cetaceans and you may get the chance to observe leopard seals or Adelie penguins.
Arrival 08/12/2023
Departure 08/12/2023
Le Commandant Charcot will land on the coast of Pourquoi Pas Island, so named in the 1930s by John Riddoch Rymill in honour of Jean-Baptiste Charcot, who discovered it from aboard his ship Le Pourquoi Pas ? during his second expedition to Antarctica between 1908 and 1910. This mountainous island, situated in the north of Marguerite Bay between Graham Land and Adelaide Island, is 28 km long and 14 km large. It is scattered with narrow fjords and snow-covered mountains. You will go to shore in a zodiac dinghy with your expedition team and you could get the chance to observe Adelie penguins going about their business on the island's rocky shores.
ANTARCTIC PENINSULA
Arrival 09/12/2023
Departure 10/12/2023
Succumb to the magic of a place unlike any other. To this day, the mythical Antarctic Peninsula still holds real fascination and promises its visitors unforgettable moments. Throughout your adventure in this icy realm, you will find yourself in the heart of a spectacular decor in subtle shades of blue and white, surrounded by exceptional wildlife. Penguins, humpback whales, seals and giant petrels are at home here, as are elephant seals, fur seals, Antarctic minke whales, and orcas. Depending on which sites you will be lucky enough to visit, you may get the chance to observe them and share with them the beauty of these extreme parts.
Each day, based on ice conditions, the Captain and the Expedition Leader will suggest zodiac outings or landings to discover the infinite riches of the Antarctic Peninsula. Glaciers, ice floe, tabletop icebergs, mountain peaks that plunge straight into the sea, volcanic beaches, research stations, enchanting bays, and vestiges of the whaling industry: these are the faces of the Antarctic that will likely reveal themselves to you, in a hushed and surreal atmosphere. You will sail in the wake of Jean-Baptiste Charcot, Adrien de Gerlache and Sir Ernest Shackleton, great Antarctic explorers who, from the 19th century, set out to conquer these remote and uninhabited lands.
CROSSING THE DRAKE PASSAGE
Arrival 11/12/2023
Departure 12/12/2023
If there is one place, one sea, one waterway dreaded by tourists, researchers and hardened seafarers alike, it is undoubtedly Drake Passage. Situated at the latitude of the infamous Furious Fifties winds, between Cape Horn and the South Shetland Islands, it is the shortest route to connect Antarctica to South America. Seasoned navigators will tell you that you must earn your visit to the White Continent! As the Antarctic convergence zone where cold currents rising up from the South Pole meet warmer equatorial water masses, Drake Passage harbours a very diverse marine fauna. Don't forget to look to the sky to catch a glimpse of elegant albatross and Cape petrels, playfully floating about in the wind around your ship.
USHUAIA
Arrival 13/12/2023 early morning Disembarkation 13/12/2023 at 08:00
Capital of Argentina's Tierra del Fuego province, Ushuaia is considered the gateway to the White Continent and the
South Pole. Nicknamed "El fin del mundo" by the Argentinian people, this city at the end of the world nestles in the shelter of mountains surrounded by fertile plains that the wildlife seem to have chosen as the ultimate sanctuary. With its exceptional site, where the Andes plunge straight into the sea, Ushuaia is one of the most fascinating places on earth, its very name evocative of journeys to the unlikely and the inaccessible… | <urn:uuid:b3e248e5-7d2f-4ec3-aa4f-b1681478ddb4> | CC-MAIN-2022-27 | https://en-be.ponant.com/catalog/index/generatecruisepdf/id/2299/ | 2022-07-06T00:48:51+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00130.warc.gz | 278,645,678 | 2,700 | eng_Latn | eng_Latn | 0.997819 | eng_Latn | 0.997777 | [
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A Plea for Modesty
David Hemmendinger
Union College, Schenectady, NY 12308
Department of Computer Science firstname.lastname@example.org
From time to time a movement arises that promises to save the world, or at least to make it vastly better. The extraordinary achievements of digital computing make it a locus of such movements today. Yet we should be wary; when movements fail they provoke backlash that rejects the more limited gains that they might have afforded. Today "computational thinking" has a considerable following, and I would like to discuss some problems with its discourse. It is too often presented in terms that could be interpreted as arrogant or that are overstated. Its descriptions too often lack appropriate examples, and perhaps as a result, it gets misunderstood in casual writing.
Since Jeannette Wing wrote her CACM essay in praise of computational thinking four years ago [11], we have had numerous discussions of the idea in print and in conferences. Some, such as an ITiCSE panel last summer [5], are devoted to deciding what it is, but nearly all appear to view it as a Good Thing. Consider, for example, a National Science Foundation Q&A:
Q: Must I include Computational Thinking (CT) in my proposal?
A: Yes, all CPATH proposals must demonstrate how Computational Thinking is incorporated within the project. Since CT is fundamental to virtually all disciplines, this should be a natural part of any transformative vision focusing on a single discipline or across disciplines [9].
So what is computational thinking? Wing's article offers some characterizations: Computational thinking "is reformulating a seemingly difficult problem into one we know how to solve", "is thinking recursively", "is using abstraction and decomposition when attacking a large complex task", "is separation of concerns", "is using invariants to describe a system's behavior succinctly", "is using heuristic reasoning".
However important all these are in thinking about computing or in thinking with it, they are scarcely peculiar to computing. Reformulating hard problems is typical of all domains of problem-solving. Philosophers have been thinking about thinking — recursively — for a long time. Mathematics surely uses abstraction, and so do all disciplines that build models. Separation of concerns and using heuristics also characterizes problem-solving in general. Invariants: think of the conservation laws in physics, or of formulations of mechanics in terms of Hamiltonians or of the principle of least action. In short, Wing has characterized problem-solving, mathematics, scientific reasoning in general, and the use of models.
Perhaps less seriously, Wing's article adds that computational thinking will be part of our lives when "garbage collection take[s] on the meanings used by computer scientists; and when trees are drawn upside down." But despite the merits of recycling, surely there is some garbage that belongs on the rubbish heap and not on the free heap. And as to trees, we might paraphrase (with apologies to Joyce Kilmer):
Inverted trees are drawn by fools like me, But only god can make an upright tree.
Consider analogous statements made about other disciplines
Chemical thinking will be part of our lives when bonding is understood in terms of valence electrons and when moles no longer burrow underground.
Mathematical thinking will be part of our lives when theater marqueés use deltas and epsilons to advertise continuous movie showings and when group identities are actual group members.
I doubt that anyone would think that this broad application of technical terms and concepts is either necessary or sufficient to make chemical or mathematical understanding part of our lives, or ev en that such application is desirable.
Apart from such exaggerations, a problem with Wing's article is the central role that it gives Us — computer scientists. The final paragraph suggests that we should offer a course to first-year college students, "Ways to Think Like a Computer Scientist". A course on what computing can and can't do and on how to use it could indeed be valuable. Many other college departments offer introductions to their disciplines with the goal of showing non-majors what the subject is all about. They are not generally called "Ways to Think Like a {Mathematician, Historian, Chemist, etc}", however. They are have topical titles, or perhaps one as broad as "What is Mathematics", ev en if one of their goals is to show what characterizes modes of thinking in the discipline.
Another part of the article describes everyday activities in computational terms, as if, like Molière's Monsieur Jourdain who discovered that he'd been speaking prose all his life without knowing it, we may all be computational thinkers in daily life. When a child puts school supplies in a backpack, that's prefetching and caching, and retracing one's steps to find a lost item is backtracking. Describing the backpack as a cache is not a bad idea — in fact, a Web search turns up several explanations of cache memory that use the backpack analogy. As with step-retracing, though, the connection goes in the wrong direction when this is offered as an example of our thinking computationally. Caches in computing are an application of a common practice — keeping frequently used things close at hand; backtracking in computational search is an instance of another common practice. Those practices do not become computational by virtue of finding application in computing.
Describing computational thinking in these terms can have an imperialistic flavor. An interview with Joan Peckham has a passage that illustrates it. She spoke about seeing a video on teaching science and said:
We all looked at it and thought: "But it's also computational thinking!"
In the course of teaching elementary school students about honey bees, he took them out on the playground and asked them to act out what the honey bees did: leaving the hive, finding the pollen, giving directions to the other bees. Then he brought them back into the classroom, went to a whiteboard, and engaged them in activities that I would identify as modeling, debugging, and drawing finite state diagrams. He didn't call them that, but that's what they were.
Yes he was teaching them science, but the way he was analyzing the subject, and engaging them in analysis, clearly involved a set of computational constructs [10].
Constructing models, finding and correcting errors, drawing diagrams, analyzing — these are all parts of scientific (and other) activities. They are computational constructs, however, only in that they are also important to computer science. To say that because the teacher was doing what we also do, he was using computational constructs is to say "it's ours!"
At such times, in fact, it sounds as if many of the claims for computational thinking amount to, "If it's a good way of thinking, then it's ours." I once remarked on this to Wing, who of course said that she didn't mean that at all. But the appearance of grand territorial claims risks provoking adverse reactions, and leads to remarks such as Denning quotes, "You computer scientists are hungry! First you wanted us to take your courses on literacy and fluency. Now you want us to think like you!" [6]
There is a systematic ambiguity in statements of the form, "computational thinking is X", as in "computational thinking is using abstraction and decomposition". As a public figure said a few years ago, "It depends what the meaning of 'is' is." If it is the 'is' of predication, as in "grass is green", then such statements are quite straightforward: abstraction is one property of computational thinking (and may also be a property of many other sorts of thinking). If it is more nearly akin to the 'is' of identity, howev er, then things are more difficult. In that case, "computational thinking is X" appears convertible with "X is computational thinking" But then all of the claims about what computational thinking includes can readily be taken to mean also that each of those activities belongs to computational thinking. That is, statements that "computational thinking is ..." recursive thinking, problem reduction using abstraction and decomposition, and all the rest can be construed as: these activities all belong to computational thinking.
Some arguments for the value of everyone's learning to think like a computer scientist actually take us in the wrong direction. They emphasize algorithmic thinking, describing it in terms that resemble what one writes in a procedural language, with conditionals and iteration. This is not the place to get into a discussion of the virtues of non-procedural programming languages, but these arguments amount to recommending that people learn to think in the way in which they would have to program in a standard machine instruction set; i.e, at a low lev el. In a recent article in which he discusses how to make computing more accessible, Mark Guzdial describes some computing-education research that suggests that people should not be encouraged to think in such low-level terms [7]. The studies showed that when people were asked to describe tasks in procedural terms, they generally didn't specify control flow — explicit iteration or conditionals — and that when given a task description that lacked explicit control flow, they had no difficulty in understanding what was to be done. If this is so, then teaching people to think in standard programming-language terms is a striking example of "dumbing down" and scarcely what we want computational thinking to be. If, as Guzdial (and Wing) say, people should become familiar with the metaphors of computation, we need to cast them in the terms that take into account how people rather than machines learn.
A Web site, IAE-pedia, uses a low-level notion of algorithm in its article on computational thinking [8]. It describes doing a dictionary lookup with linear search and observes that this is a poor algorithm. It goes on to say that it can be quite hard to write out the algorithm that we use, and hard for a third-grader to follow it if written, and it concludes that simply looking up a word definition with Google is a good example of computational thinking: it combines our interests with machine search capabilities. It's easier and faster for a child to learn to use Google than a dictionary.
We need not get into the merits of these ways of looking up definitions. Writing out a procedure for a child to follow, rather than inviting the child to figure out a good way to look up words, or showing by example how to do it, is a very poor way of teaching. Casting computational thinking in such machine-level terms does it a disservice. I don't intend to suggest that proponents of computational thinking are responsible for what's in a wiki article, but they need to be aw are of how the concept becomes distorted.
Let's return to the question of what computational thinking is. The Carnegie Mellon Center for Computational Thinking [3] offers an example: an algorithm for matching kidney donors and recipients that can build chains of donor-recipient pairs to find a sequence of compatible transplants. It is a striking example of a computational solution of a difficult and important problem, but it was developed by a quite eminent computer scientist on the CMU faculty. If we are to show the value of computational thinking, we need to find people other than computer scientists who are using it. A much more prosaic example was the subject of a seminar that a mechanical-engineering colleague gav e recently: on using machine-learning to improve the performance of control systems. Although control systems have a well-developed theory, here is a small instance of being able to ask new questions and get new answers with computation.
Alan Bundy describes a seminar series on computational thinking at Edinburgh [2]. Like Guzdial, he speaks of the importance of computational metaphors; for example, a psychologist studies facial recognition as a computational process and uses concepts such as "nearest neighbor". A biologist models protein interaction with process algebras, and in addition to the computational models of mind that philosophers have discussed, a philosopher uses the notion of an emulator to study planning.
New wine in old bottles may spoil, but new metaphors in old disciplines can stimulate thinking. We need to distinguish between metaphors and mere jargon, however. Terms like "context switch" and "multitasking" have entered everyday discourse, though garbage collection has not yet acquired its computational meaning. I do not think that using these terms has led people to use the computational ideas or structures that underlie them, and I hope that we will not urge that people adopt the outward garb of computational thinking — the lingo — rather than its substance.
The Edinburgh seminar series had speakers from a wide range of fields. Several astronomers spoke of computer modeling as the closest thing that they had to a laboratory. A musician talked about algorithmic composition both old and new. A linguist described modeling of adaptive systems and a geographer, ways of visualizing information and "zooming in" on both geographical maps and other representations of information (metaphors abound here). Computation is also used to help to remind lawyers and physicians of information relevant to their investigations, and to help recognize art forgeries.
What do all of these examples of thinking with computation. have in common? I don't want to offer yet another definition of computational thinking, which is as varied as the examples are. Some of the capabilities that computation offers, however, appear common. Modeling is ubiquitous in problem-solving domains, and modeling benefits greatly from the speed and datahandling capacity of digital computers, allowing us to build new sort of models readily. Machine learning can play a role — again, employing massive data processing to extract information that we would not be able to obtain in other ways. Computation lets us display information effectively with high-performance graphics.
Of course thinking with computation uses abstraction and resolution of complex problems into simpler ones — as do all sorts of thinking. Of course computational thinking uses algorithms. As ev ery algorithms text tells us, they aren't new; the word comes from the name of a 12th century Persian mathematician, and we find procedural thinking laid out in Babylonian tablets nearly four millennia old. What the theory of computation has contributed to algorithmic thinking is to make precise various notions of complexity, something that had not been a part of the mathematical study of algorithms until recently. Whether complexity is measured by space or time required or by power dissipated, computational thinking leads us to pay attention to scalability and feasibility, as Wing says. Thinking with computation requires us to be resource-aware.
"Ways to Think Like a Computer Scientist" may be an interesting course, just as it may be interesting to learn how mathematicians or historians think. Teaching computational thinking, however is something else; not to lead people to think like us — which is pretty varied anyway. Instead, it is to teach them how to think like an economist, a physicist, an artist, and to understand how to use computation to solve their problems, to create, and to discover new questions that can fruitfully be explored. Computer scientists can contribute, but we should be careful not to speak as if we are the ones to lead people to a promised land. In the end, though, perhaps we should talk less about computational thinking, and focus more on computational doing — carrying out one's work (and one's play!) in new ways by using computational tools. As Owen Astrachan wrote recently, "let's make sure we don't lose sight of computational doing" [1].
My plea for modesty, then, is that we talk about the value of computation and of its methods without appearing to lay claim to very broadly applicable ways of thinking. It is that we write
papers and give talks about striking examples of thinking computationally, but without "computational thinking" in the title. It is that we avoid suggesting that if only people would be more like us, the world would be so much better. It is that we focus on showing examples of what can be done by thinking with computation rather than by talking about its attributes — and as both Denning and Astrachan urge, to give due attention to computational doing.
There is a nice quote by Leo Cherne, a twentieth-century economist and public servant, one that numerous Web pages erroneously attribute to Einstein:
The computer is incredibly fast, accurate, and stupid. Man is unbelievably slow, inaccurate, and brilliant. The marriage of the two is a force beyond calculation [4].
Jeannette Wing writes in similar terms:
We humans make computers exciting. Equipped with computing devices, we use our cleverness to tackle problems we would not dare take on before the age of computing.
Let us agree on this, and agree also that thinking well is not the province of any one discipline.
References
1. Astrachan, O., "Out-of-the-box: cogito ergo hack," inroads (ACM SIGCSE Bulletin) 41(2), p. 80 (June, 2009). http://doi.acm.org/10.1145/1595453.1595476.
2. Bundy, A, "Computational thinking is pervasive," Journal of Scientific and Practical Computing 1(2), pp. 67-69 (2007).
3. Center for Computational Thinking, Carnegie Mellon University. http://www.cs.cmu.edu/˜CompThink (retrieved 4 Jan. 2010).
4. Cherne, L., remarks at the Discover America meeting, Brussels, June 27, 1968. as cited in "Computer science: A neglected area in schools of education," Gary D. Brooks, The Phi Delta Kappan 53, 2 (Oct., 1971), pp. 121-122. http://www.jstor.org/stable/20373101?seq=2.
5. Curzon, P., Peckham, J., Settle, A., and Roberts, E., "Computational Thinking (CT): On Weaving It In," Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, pp. 201-202 (2009). http://doi.acm.org/10.1145/1562877.1562941.
6. Denning, P. J., "The profession of IT: Beyond computational thinking," Communications of the ACM 52(6), pp. 28-30 (June, 2009). http://doi.acm.org/10.1145/1516046.1516054.
7. Guzdial, M., "Paving the way for computational thinking," Communications of the ACM 51 (8), pp. 25-27 (Aug., 2008). http://doi.acm.org/10.1145/1378704.1378713.
8. IAE-pedia, Computational Thinking. http://iae-pedia.org/Computa- tional_Thinking (retrieved 20 January 2010).
9. National Science Foundation,CISE-CNS-CPATH FAQ.
2010).
http://www.nsf.gov/cise/funding/cpath_faq.jsp(retrieved 31 Jan.
10. Udell, Jon, Talking with Joan Peckham about computational thinking.
http://blog.jonudell.net/2009/05/04/talking-with-joan-peckham-about-computational-thinking (retrieved 31 Jan. 2010).
11. Wing, J. M., "Computational thinking," Communications of the ACM 49(3), pp. 33-35 (April, 2006). http://doi.acm.org/10.1145/1118178.1118215. | <urn:uuid:d7910a72-980e-490d-a715-6cfecd3ca401> | CC-MAIN-2022-27 | https://cs.union.edu/~hemmendd/History/ct.pdf | 2022-07-06T00:43:19+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00129.warc.gz | 224,642,813 | 4,072 | eng_Latn | eng_Latn | 0.992089 | eng_Latn | 0.998344 | [
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Deseret Book®
Family Home Evening Materials
Theme: Purity
Packet #040408
5 tips for successful Family Home Evenings
2. Prioritize. Make Family Home Evening a priority; learn to say no to other activities.
1. Pray. Pray about the needs of your family as you consider topics for home evenings, and pray as you prepare.
3. Involvement. Involve everyone in the family; help little children take part.
5. Relax and enjoy it. The most important thing your children will remember is the spirit they feel in your family home evenings and activities. Be sure the atmosphere is one of love, understanding, and enjoyment.
4. Commitment. Be committed and be consistent. Set a designated time and stick to it. Holding Family Home Evening on a weekly basis takes dedication and planning on the part of all family members.
Conference Talk:
Purity
For more information on this topic read "Blessed Are All the Pure in Heart," by L. Whitney Clayton, Ensign, Nov 2007, 51–53.
When we live right and seek to purify our hearts, we draw closer to God and the Spirit.
Thought:
(L. Whitney Clayton, "Blessed Are All the Pure in Heart," Ensign, Nov 2007, 51–53)
"The Lord Gave Me a Temple" Children's Songbook, p. 153.
Song:
Scripture:
(3 Nephi 12:8)
And blessed are all the pure in heart, for they shall see God.
Lesson:
Replace . . .
Copy and cut out the following word strips:
Think Bad Thoughts
Ignore Parents
Look at Pornography and Bad Movies
Swear and Talk Dirty
Act Immorally
Hang Out with Bad Friends
Drink, Smoke, and Take Drugs
With . . .
Only Watch Uplifting Things
Have Good Thoughts
Listen to Parents
Stay Morally Clean
Speak like a Child of God Stand Close to Good Friends
Live the Word of Wisdom
Wear Immodest Clothing
Read Dirty Books
Read the Scriptures
Never Pray
Dress Modestly
Walk in the Ways of the World
Pray Often
Place the good word strips in an envelope. Get two dolls to use as a patients. Tape the bad word strips on the applicable part of the patients' bodies. For example, place the word strip "Think Bad Thoughts" on the patient's head. Each patient should be suffering from five bad word strips. For added fun, gather medical supplies to enhance the role-playing of the operation. Don rubber gloves when it is your turn to be the surgeon. If you have a play stethoscope or other doctor equipment such as a surgical mask, place these in a bag you have labeled "Dr. Kit."
Follow Jesus Christ
Begin by telling the family that they get to be doctors. Some of their patients are in serious trouble and they will need to perform life-saving operations to help them. The purpose of the operation is correct all the things that are wrong with these patients so that they can be married in the temple.
Have each family member take a turn being the doctor. Put on the doctor gear and remove the wrong actions from the patients, replacing them with the right actions. Have family members guess what the correct behavior would be in each situation, then the surgeon can find the correct strip in the envelope. Discuss with the family why the bad behavior would keep the patient out of the temple. Emphasize that even small things can have big consequences, and correcting these little things now can make a difference later on.
(Deborah Pace Rowley, Before They Turn Twelve, [Salt Lake City: Deseret Book, 2007], p. 57.)
After all the changes have been made, tell the family that this really was a life-and-death situation. The patient's spiritual life was at stake. Without the operations they would have spiritually died and they would not have been able to be with an eternal family forever. Bear your testimony of the importance of staying morally clean
Story: Many years ago Japan was walled in as a nation. During that time learned men studied nature and met little groups of men and women at night and taught them lessons on life.
"Yes," said the learned man, "I will bring you a rose." He had not gone far before a second man accosted him, saying, "Will you please bring me a hawthorn twig tonight?"
One morning when one of these learned men was about to leave the gates of the city to go out to study nature, a workman stopped him and said, "When you come in tonight from your studies, will you please bring me a rose that I may study the whorl of the petals as you pointed out last night?"
"Yes," said the professor. And, even before he got through the gate, a third accosted him, saying, "Will you please bring me a lily that I might see the lessons of purity that you gave us last evening?" And the professor answered, "I will bring you a lily."
Suddenly the man with the rose said, "Why, here's a thorn on the stem of my rose!" And the second said, "And here's a dead leaf clinging to my hawthorn twig!" And the third, encouraged by that faultfinding, said, "And here's dirt clinging to the roots of my lily!"
Just as the sun was setting in the west, the professor entered the gate of the city, where the three men met him. To the first he gave the rose; to the second he gave the hawthorn twig; to the third he gave the lily.
The professor took the rose from the first, the twig from the second, the lily from the third. He broke the thorn from the stem of the rose and handed it to the first; he plucked the dead leaf from the twig and put it into the hands of the second; he took the dirt from the roots of the lily and gave to the third. Keeping the rose, the twig, and the lily, he said, "There, each of you has what attracted him first. You looked for the thorn and found it. It was there. I left it purposely. The dead leaf was left on the twig, and you saw it first. Purposely I left the dirt on the roots of the lily, and the dirt was the first thing you saw. Each of you keep what attracted your attention; I will keep the rose, the twig, and the lily for the beauty I see in them."
(Compiled by Clare Middlemiss, Cherished Experiences from the writings of President David O. McKay, [Salt Lake City: Deseret Book, 1955].)
. . . We shall be happier and better if we [strive for] the rose, and the twig, and the lily in the [world around us rather than the dirty or ugly things.]
Activity:
Stepwords are pairs of words of equal length which can be changed from one to the other by switching one letter at a time and forming a new word with each letter switch. For example, change black to white by forming these words: black-slack-stack-stalk-stale-shale-whale-while-white. Make certain the words you choose can be changed (some can't be). Some sample stepwords include drywet, heat-cold, east-west, poor-rich, sick-well. Strive to change bad things in our lives to good things.
Play "Stepwords."
(Alma Heaton, The LDS Game Book, [Salt Lake City: Bookcraft, 1968], p. 152.)
Raspberry Delight 1/2 c. margarine, melted 1 1/2 c. flour
1 c. powdered sugar
8 oz. cream cheese
1 3/4 c. granulated sugar 6 Tbs. cornstarch
1 (8 oz.) tub Cool Whip®, thawed
2 c. water
1/2 tsp. almond extract
1 small pkg. raspberry Jell-O® 2 Tbs. butter
Preheat oven to 375° F. Combine margarine and flour and press mixture into bottom of a 9x13-inch baking pan. Bake for 15 minutes. Let cool. In a large bowl, blend cream cheese, Cool Whip, and powdered sugar. Spread over cooled crust.
Whipped cream or Cool Whip ® , for topping
Put sugar, cornstarch, water, and raspberry Jell-O in a medium saucepan and cook over mediumhigh heat until thickened, stirring continuously to dissolve
(Elaine Cannon, Five-Star Recipes from Well-known Latter-day Saints, [Salt Lake City: Eagle Gate, 2002], p. 204.)
Jell-O. Remove from heat; stir in butter and almond extract. Let mixture cool, then spread over cream cheese mixture. Chill in refrigerator six hours. Top with whipped cream.
clip this coupon and save
20% OFF AT DESERET BOOK
FHE 4909757
On this week's selected FHE titles:
Or any regular priced item on Monday
Pornography, The Great Lie DVD Before They Turn Twelve
(excludes scriptures, Church distributed items and Willow Tree figurines)
Refreshment
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Tips to Reduce Your Exposure
Below you will find our suggestions to reduce your exposure to EMF radiation. In an ideal world, the best practice is to be hard-wired, with the wireless signals turned off, as much as possible. Ethernet cables can be installed in every room. Tablets can be hard-wired using a Lightning to Ethernet Adapter (plus camera adaptor for iPhones/iPad), and for laptops using a USB to Ethernet Adapter.
Tips for Everyday – At Work, Home, School and Every Place in Between
1. Always have the Bluetooth function off on all devices.
2. Turn off devices and wi-fi routers at night.
3. Put devices in Airplane mode whenever possible.
4. Place personal devices outside the bedroom at night and at least 12 feet away from work spaces.
5. Do not charge any devices in a bedroom at night because of dirty electricity exposure.
6. Work off-line whenever possible and use wireless only when needed for sending/receiving emails, internet searches, etc.
7. Always use speakerphone, hollow-tube or air-tube headsets for cell phone calls.
8. Never place an active device on the body - not on laps, in pockets or bras. Instead, always carry transmitting devices in a backpack or purse.
9. Use a landline! Transfer your calls from your cell phone to your landline. Note that the base station of cordless phones, known as DECT phones, emit radio frequency radiations 24/7. They should be replaced with corded phones. If you choose to keep a cordless phone at home it should be at least 1215 feet away from your bedroom and the phone should be in its base all the time. Not having the phone in its base increases RF radiation emission.
10. Avoid Smart home gadgets such as wireless alarms, Amazon's Alexa, etc.
11. Avoid Smart toys and wireless devices for infants, toddlers and children. Use wired baby monitors,
instead of wireless ones. Put devices in airplane mode before giving to a child to play games.
12. Call your Department of Public Works to opt out of your Smart Meters.
13. Avoid talking on your phone in metal enclosures such as elevators, cars, busses, trains and planes. They act like a faraday cage and amplify the radiation.
14. Download and use your social media and text messaging apps on your hard-wired computer, instead of a mobile device.
15. Use a wired keyboard, wired mouse and printer, with wi-fi antennas turned off.
16. Change your wireless networking system to a powerline networking system* for your computers. You still need to use a wi-fi router but you can be hardwired through your powerlines.
17. Be mindful of second-hand radiation exposure to others when using you mobile devices in active mode.
At School for Teachers & Students
1. Engage teachers and staff in a conversation about Radio Frequency Radiation. Emphasize the issue of cumulative exposure and the importance of reducing exposure whenever possible.
2. Request that access points and routers be removed from classrooms.
3. Request classroom hard-wiring or a kill switch (if you can) to turn off access points when not in use.
4. Ask students to turn off or put in airplane mode their personal devices, and turn them in. Suggest that teachers use an over-the-door shoe rack for easy turn in and pick up of personal devices.
5. Remind students and teachers to work offline as much as possible.
6. Insist that students never place an active device on the body; not on laps, in pockets or bras.
7. Suggest that children download their social media apps on a hard-wired computer, rather than on phones.
8. Ask to have a hard-wired desktop computer or use a powerline networking system* for your computers. You can still use the wi-fi router but will be hard-wired through powerlines. Suggest that students use a wired keyboard, wired mouse and printer, with wireless antennas turned off.
9. Provide materials with wi-fi radiation reduction ideas for students to share with parents at home.
Resources for More Information
Environmental Health Trust www.ehtrust.org
Wireless Education www.wirelesseducation.org
National Association for Children for Safe Technology www.nacst.org
Follow Our Journey
generationzapped.com
@generationzappedthemovie
* Power-line communication (PLC) is a communication method that uses electrical wiring to simultaneously carry both data and electric power. Such as NETGEAR-XAVB101-Powerline-Ethernet-Adapter or TP-Link-Powerline-Adapter-Starter-TL-PA2010KIT
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Wadham School
Wellbeing Policy
Signed ………………………………………………………
Date: ………………………………..
Mental Health is a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community. (World Health Organisation)
In our school, our Christian vision shapes all we do. We aspire to help our students and their families to be able to embody the words of Jesus in John's Gospel, that we may live a 'Life in all its fullness'. In looking to bring that vision to life, we seek to ensure that in everything we do, we generate and support a sense of hope.
It naturally follows from this that promoting positive mental health for every member of our community, is crucial. We pursue this aim using both universal, whole school approaches and specialised, targeted approaches aimed at vulnerable students.
Scope
This document describes the school's approach to promoting positive wellbeing. This policy is intended as guidance for all staff including non-teaching staff and governors.
This policy should be read in conjunction with our other policies (Behaviour, Equailty and Diversity, Safeguarding, SEN) where wellbeing is inextricably linked.
The Policy Aims to:
* Promote wellbeing in the Wadham community
* Increases understanding and awareness of wellbeing
* Signpost or provide support to staff working with young people struggling with their wellbeing
* Signpost or provide support to students struggling with their wellbeing and their peers and parents or carers
Lead Members of staff
Whilst all staff have a responsibility to promote and support wellbeing, staff with a specific, relevant remit include:
* Sarah Coombe – Designated Safeguarding Lead
* Jade Noake – Deputy SENCo for Wellbeing (Deputy Safeguarding Lead)
* Ian Tustin – PSHE/Tutorial Lead
* Nicky Finch, Laura Brown, Simon White (Safeguarding Team)
* Wellbeing staff and Governors Team
* First Aiders
Any member of staff who is concerned about the wellbeing of a student should speak to the Deputy SENCo for Wellbeing, in the first instance. If there is a fear that the student is in danger of immediate harm then the normal Safeguarding procedures should be followed with an immediate referral to the Designated Safeguarding Lead. If the student presents as a medical emergency then the normal procedures for medical emergencies should be followed, including alerting the first aid staff and contacting the emergency services if necessary.
Where a referral to CAMHS or other outside agencies is appropriate, this will be led and managed by the DSL/Deputy DSL.
Individual Plans
It is helpful to draw up an individual plan in the form of a medical plan or protocol receive a diagnosis pertaining to their wellbeing. This should be drawn up involving the pupil, the parent/carer and the relevant health professionals. This can include:
* Details of a pupil's condition
* Day to day care and strategies
* Special requirements and precautions
* Medication and any side effects
* What to do and who to contact in an emergency
* The role the school can play
Teaching about Wellbeing
The skills, knowledge and understanding needed by our students to keep themselves and others physically and mentally healthy and safe are included as part of our developmental PSHE curriculum.
The specific content of lessons will be determined by the specific needs of the cohort we are teaching but there will always be an emphasis on enabling students to develop the skills, knowledge, understanding, language and confidence to seek help, as needed, for themselves.
We will follow the PSHE Association Guidance to ensure that we teach mental health and emotional wellbeing issues in a safe and sensitive manner, which helps rather than harms.
Signposting
We will ensure that staff, students and parents are aware of the sources of support within school and in the community, who it is aimed at and how to access it. This can be found under Help and Support, in the Keep Safe area of the school website.
3
We will regularly update parents and carers of sources of support, principally through Parentmail and Wadham Words.
For students and staff, we will display relevant sources of support in communal areas such as corridors, support areas, reception, staff room and toilets and will regularly highlight sources of support to students within relevant parts of the curriculum. Whenever we highlight sources of support, we will increase the chance of student help seeking by ensuring students understand:
* What help is available
* Who it is aimed at
* How to access it
* Why to access it
* What is likely to happen next
Warning signs
School staff may become aware of warning signs, which indicate a student is experiencing wellbeing issues. These warning signs should always be taken seriously and staff observing any of the warning signs should communicate their concerns with the DSL or Deputy SENCo for Wellbeing
Possible warning signs include:
* Physical signs of harm that are repeated or appear non-accidental
* Changes in eating or sleeping habits
* Increased isolation from friends or family, becoming socially withdrawn
* Changes in activity and mood
* Lowering of academic achievement
* Talking or joking about self-harm or suicide
* Abusing drugs or alcohol
* Expressing feelings of failure, uselessness or loss of hope
* Changes in clothing – e.g. long sleeves in warm weather
* Secretive behaviour
* Skipping PE or getting changes secretively
* Lateness to or absence from school
* An increase in lateness or absenteeism
* Repeated physical pain or nausea with no evident cause
Managing disclosures
A student may choose to disclose concerns about themselves or a friend to any member of staff so all staff need to know how to respond appropriately to a disclosure.
If a student chooses to disclose concerns about their own wellbeing or that of a friend to a member of staff, the member of staff, the member of staff's response should always be calm, supportive and non-judgemental.
Staff should listen rather than advise and our first thoughts should be of the student's emotional and physical safety rather than exploring 'why?'.
All disclosures must be recorded following the normal Safeguarding procedures.
Confidentiality
We should be honest with regard to the issue of confidentiality. If it is necessary for us to pass our concerns about a student on, then we should discuss with the student:
* Who we are going to talk to
* What we are going to tell them
* Why we need to tell them
It is best practice to never share information about a student without first telling them. Ideally, we would receive their consent, though there are certain situations when information must be shared with the DSL/Deputy DSL and/or parent/carer.
It is always advisable to share disclosures with a colleague form the Wellbeing Team. This helps to safeguard our own emotional wellbeing as we are no longer solely responsible for the student, it ensures continuity of care in our absence; and it provides an extra source of ideas and support. We should explain this to the student and discuss with them who it would be most appropriate and helpful to share this information with.
If a child gives us reason to believe that there may be underlying safeguarding issues, parents/carers should not be informed, but the DSL must be informed immediately.
Wellbeing in the school community
How we communicate
Within our Wadham community, we strive to work in partnership whilst promoting students to take responsibility for their own wellbeing. The below strategies are embedded in our everyday practice: P
- Playfulness A
- Acceptance C
- Curiousness E
– Empathy
* Use emotional language
* Be non-judgemental
* Show empathy and understanding
* Shouting signals a loss of control, It should always be a last resort
How we challenge
1. Connect before you correct
2. Always presume the young person will choose the right thing
3. Don't be afraid to hit pause and take a step back
4. When the adult changes, everything changes
5. Model and reinforce values
6. Be flexible
7. Reflection in practice
Support for wellbeing in the Wadham Community
All staff and teachers are expected to:
- Listen to pupils in emotional distress calmly and in a non-judgemental way.
- Report self-injury to the DSL/Deputy DSL.
- Not make promises (e.g. assuring confidentiality) which can't be kept. Reassure students that in order to seek health and happiness, people need to know about their problems so that they can help.
- Guide students towards seeking health and happiness.
- Promoting problem-solving techniques and non-harmful ways to deal with emotional. distress.
- Enable students to find places for help and support.
-
Provide accurate information about self-injury.
- Widen their own knowledge about self-injury and mental health disorders.
- Follow the Health and Safety/First Aide procedures.
When working with a student with social and emotional and mental health needs, Wadham staff will use the ALGEE strategy:
– Ask, assess, act
– Listen non-judgementally
– Give reassurance and information
– Enable the young person to get appropriate professional help
– Encourage self-help strategies
Definitions
Mental Health is a state of (complete) physical, mental and social wellbeing and not merely the absence of disease or infirmity (World Health Organisation).
Self-Injury is any chosen non-suicidal behaviour that inflicts physical harm on someone's own body and is aimed at relieving emotional distress. It can include cutting, scratching, burning, banging and bruising, overdosing (without suicidal intent) and deliberate bone-breaking/spraining.
Clinical Depression is depression that lasts for at least two weeks and affects the young person's behaviour and has physical, emotional and cognitive effects. It also interferes with the ability to study, work and to have satisfying relationships.
Anxiety Disorders are feelings of anxiety that are long-lasting, more severe and interferes with school, work and relationships. Anxiety can vary in severity from mild uneasiness through to terrifying panic attack. It can vary on how long it lasts, from a few moments to many years.
Eating Disorders involve a disturbance of eating habits or weigh-control behaviour which results in an impairment to physical health or which affects the person's psychological and social functioning. Those with eating disorders see their self-worth largely in terms of their body shape and weight and their ability to control these.
Trauma is defined as an experience that is overwhelming and hinders the child's safety and security. Traumatic stress is caused by exposure to or witnessing of extreme and potentially life-threatening events.
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Provider Information
BF - Breastfeeding
BF-AP ANATOMY AND PHYSIOLOGY
OUTCOME: The parent/family will understand the anatomy and physiology of breastfeeding.
STANDARDS:
1. Explain external anatomy of the breast, including the areola and nipple.
2. Explain internal anatomy of the breast, including milk glands, ducts, and milk sinuses.
3. Explain the physiology of breastfeeding, including:
a. Production of colostrums
b. Onset of white mature milk within 3–5 days postpartum.
c. Let down/milk ejection reflex
Highlights of Anatomy and Physiology of the breast
* How the breasts make colostrums and mature milk
* If a mother appears hesitant or unwilling to breastfeed her baby, discuss with the mother her reasons for not wanting to breastfeed. Discuss the mother's concerns.
Within one hour of birth, you baby will want to breastfeeding.
Skin-to-Skin Contact
There are now a many studies that show that mothers and babies should be together, skin to skin (baby naked, not wrapped in a blanket) immediately after birth, as well as later. The baby is happier, the baby's temperature is more stable and more normal, the baby's heart and breathing rates are more stable and more normal, and the baby's blood sugar is more elevated. Not only that, skin to skin contact immediately after birth allows the baby to be colonized by the same bacteria as the mother. This, plus breastfeeding, are thought to be important in the prevention of allergic diseases. When a baby is put into an incubator, his skin and gut are often colonized by bacteria different from his mother's.
We now know that this is true not only for the baby born at term and in good health, but also even for the premature baby. Skin to skin contact is important and is sometimes called Kangaroo care. Skin-to-skin contact can contribute much to the care of the premature baby. Even babies on oxygen can be cared for skin to skin, and this helps reduce their needs for oxygen, and keeps them more stable in other ways as well.
From the point of view of breastfeeding, babies who are kept skin to skin with the mother immediately after birth for at least an hour, are more likely to latch on without any help and they are more likely to latch on well, especially if the mother did not receive medication during the labor or birth.
Anatomy of the Breast - Breast Milk Production
Each breast has 15 to 20 sections (or "lobes") beneath the nipple and areola, arranged in a circular pattern that resembles a daisy. Lobes are part of the milk production system; each lobe contains many smaller milk-producing glands called "lobules." Each lobule has tiny bulbs, called "alveoli." When a woman is lactating, the alveoli produce milk in response to hormonal signals.
When milk is produced, the ducts transport it from the lobules to the nipple. As each duct gets closer to the nipple, it widens to form a sac called an "ampulla." The spaces between the lobules and the ducts are filled with fatty tissue, connective tissue and ligaments. As the milk production system is roughly the same size in all women, breast size and shape depend on the amount of fat in the breasts.
When you are about 6 months pregnant, the body may start to prepare to begin milk production. Usually around 7 months, you will notice "colostrum" either leaking or expressed from the nipples. This is premilk, and for some women, it does not appear until after the birth of your baby. About 3-4 days after birth, you will feel your breasts becoming engorged. This may cause your breasts to enlarge 3-4 times their original size, and can be hard, and very painful.
Breast changes are one of the earliest signs of pregnancy - a result of the pregnancy hormone, progesterone. In addition, the areolas (the dark areas of skin that surround the nipples of the breasts) begin to swell followed by the rapid swelling of the breasts themselves. Most pregnant women experience tenderness down the sides of the breasts and tingling or soreness of the nipples because of the growth of the milk duct system and the formation of the many more lobules.
By the fifth or sixth month of pregnancy, the breasts are fully capable of producing milk. As in puberty, estrogen controls the growth of the ducts and progesterone controls the growth of the glandular buds. Many other hormones, such as follicle stimulating hormone (FSH), luteinizing hormone (LH), prolactin, oxytocin, and human placental lactogen (HPL) also play vital roles in milk production.
Other physical changes, such as the prominence of the blood vessels in the breast and the enlargement and darkening of the areola occur. All of these changes are in preparation for breastfeeding the baby after birth.
What is a letdown reflex?
A letdown reflex or milk ejection reflex is a conditioned reflex ejecting milk from the alveoli through the ducts to the sinuses of the breast and the nipple. This reflex makes it easier to breastfeed your baby. Letdown happens a few seconds to several minutes after you start breastfeeding your baby. It can happen a few times during a feeding, too. You may feel a tingle in your breast or you may feel a little uncomfortable. Keep in mind that some women do not feel anything. Letdown can happen at other times, too, such as when you hear your baby cry or when you may just be thinking about your baby. If your milk lets down as more of a gush and it bothers your baby, try expressing some milk by hand before you start breastfeeding.
Click here for a Patient Education Handout for the mother on the Anatomy and Physiology of the Breast during Breastfeeding.
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Clifford The Big Red Dog
Family Storybook Event & OWLS Workshop
Read
Materials
The children and adults will engage in an interactive read aloud of Clifford Counts Bubbles by Norman Bridewell.
Ask children what they notice about the cover of the book. Take a picture walk and ask questions to engage in discussion. (Eg. What do you think this book might be about? What makes you think that?)
As you read the story, encourage children to count the bubbles with you. Provide visual models of topics in story as needed to prompt language and understanding. (Eg. Bubbles, Cat, Rabbit, Mice, Numbers) Encourage children to make predictions as you read about what animal or how many bubbles might be on the next page. As an option, children could actively take part in the storytelling by acting out counting. You might give a child a headband with cat ears and blow one bubble to them, another child could wear rabbit ears and you could blow two bubbles to them, encouraging all families to count.
Think
After reading, the children and their families will think a little deeper about the story and connect to their own schema or experiences.
Next, ask children where they have seen bubbles. They might first share a time where they played with bubbles as Clifford did in the story. Encourage them to make a connection to other places they have seen bubbles that weren't a toy. If needed, provide visual models to guide children to connect to their schema that they have seen bubbles in the kitchen and bathroom. You might show a washcloth, dish, soap or
2
EDUCATORS WILL
FAMILIES WILL 3
model reading a story, asking questions, and guide discovery process by modeling wonderings and making observations.
CHILDREN WILL
help tell the story and count along with Clifford. Then, explore how to make and create bubbles using various tools. They will also be able to count their bubbles.
engage in a read aloud and test a wondering question together creating bubbles. They will also explore seeing there are many different ways to enjoy a story.
Clifford Counts Bubbles by Norman Bridewell
Bubble Solution:
6 Cups Water, 1 Cup Dish Soap, 1/4 Cup Corn Syrup
Plastic Container (Holds Bubble Solution)
Gloves or Mittens
Bubble Wands or Pipe Cleaners to Make Wands
Chart Paper (Recording Bubble Tests)
Various Kitchen Utensils
Optional Items:
Props for Retelling: Cat, Rabbit, Butterfly, Bee, 5 Mice
Plastic Test Tubes (Families can take home bubbles)
1
photograph of these rooms. Share with children that you can make your own very strong bubbles using ingredients you have at home. Using the bubble solution recipe to the right make a large batch of bubbles as a group. After bubbles are made share the wondering, "I wonder what we can use to blow bubbles." Invite a couple of children to come up and help you test various items from the kitchen, sharing predictions before they test. (Whisk, Various Kitchen Utensils, Large Wands) Let the children attempt to catch bubbles and notice what happens. Model the statement "I notice the bubbles pop every time we touch them" and the wondering, "I wonder if what might happen if I used my glove to catch them." Show children how you can catch and bounce the bubbles on your glove. Count how many times you can bounce the bubbles before they drop or pop.
Explore (OWLS Workshop)
Extend the literacy lesson into a scientific investigation using wondering. (OWLS = Observe, Wonder, Learn, Share)
Describe the times at at the tables: bubble solution, wands, gloves and possibly kitchen utensils. Say, I wonder how we could play with those, invite children to share ideas. If no one shares an idea, model the wondering, "I'm wondering if you can catch bubbles on your mitten or glove or if they will pop." or "I'm wondering what other utensils might be good for blowing bubbles." Children could also use the props and their bubble wand to retell the story. Encourage families to use their materials to play and explore together.
During the OWLS Workshop Clifford will also come out to meet children and families. Tell the children that he loves bubbles and loves when he shares their wonderings or what they noticed. So, if they want to show him how they can count their bubbles they catch on their glove, or want to show him something they've found that works really well for blowing bubbles, he would love to see it when they come up to have their photo taken with him.
Kentucky Early Childhood Standards: (Birth-Three)
Communication- Standard 3: Demonstrates interest and engages in early literacy activities. Benchmark 3.1: Demonstrates interest and engagement in print literacy materials.
Cognitive- Standard 1: Explores the environment to gain information.
(Three-Four)
English/Language Arts- Standard 3: Demonstrates general skills and strategies of the reading process.
Benchmark 3.6: Tells and retells a story.
Science- Standard 1: Demonstrates scientific ways of thinking and working with wonder and curiosity. Benchmark 1.3: Uses a variety of tools to explore their environment. (e.g., play with an egg-beater to make bubbles. Approaches to Learning: Initiative and Curiosity)
Math- Standard 1: Demonstrates general skills and uses concepts of mathematics. Benchmark 1.4: Use nonstandard and/or standard units to measure and describe.
This OWLS Workshop was developed using strategies found in our Little Learners Video Series.
To learn more about how our videos, please visit our website at www.littlelearnersbigideas.org
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The Emperor Penguins of Bellingshausen Sea
From 30/10/2022 to 13/11/2022
Ship: LE COMMANDANT CHARCOT
From Punta Arenas to Ushuaia
Overnight in Santiago + flight Santiago/Punta Arenas + transfers + flight Ushuaia/Santiago
BeyondPeter I IslandandCharcot Island, this exceptional cruise will take youinto the heart of the Bellingshausen Sea.
Named in honour of the Russian admiral and explorer who discovered Antarctica in 1820, this sea in the Southern Ocean, covered by ice floe most of the time, is hard to reach and practically unexplored.
But the reward lives up to the challenge:emperor penguins, a unique species endemic to the Antarctic and almost never observed, live here. This animal, elegant and majestic, isthe promise of emotional encounters.
In this season, as winter gradually gives way to the austral spring, you may be lucky enough to catch a glimpse of the world's largest birds wandering the ice floes on the horizon, or emancipated juveniles learning to swim as the southern summer approaches.
We are privileged guests in these extreme lands where we are at the mercy of weather and ice conditions. Our navigation will be determined by the type of ice we come across; as the fast ice must be preserved, we will take this factor into account from day to day in our itineraries. The sailing schedule and any landings, activities and wildlife encounters are subject to weather and ice conditions. These experiences are unique and vary with each departure. The Captain and the Expedition Leader will make every effort to ensure that your experience is as rich as possible, while respecting safety instructions and regulations imposed by the IAATO.
The Emperor Penguins of Bellingshausen Sea YOUR STOPOVERS :
PUNTA ARENAS
Embarkation 30/10/2022 from 16:00 to 17:00 Departure 30/10/2022 at 18:00
Capital of the Magallanes Region and of the Chilean Antarctic, this handsome port city will charm you with its history and traditions. Once inhabited by several indigenous tribes, Punta Arenas has maintained an architectural style that remains true to its heritage.
AT SEA ABOARD LE COMMANDANT CHARCOT
Arrival 31/10/2022 Departure 01/11/2022
Spend exceptional moments sailing aboard Le Commandant Charcot, the world's first luxury polar exploration vessel and the first PC2-class polar cruise ship capable of sailing into the very heart of the ice, on seas and oceans which the frozen conditions render inaccessible to ordinary ships. Le Commandant Charcot is fitted with oceanographic and scientific equipment selected by a committee of experts. Take advantage of the on-board lectures and opportunities for discussion with these specialists to learn more about the poles. Participate in furthering scientific research with PONANT and let us discover together what these fascinating destinations have yet to reveal to us.
CROSSING THE ANTARCTIC CIRCLE
Arrival 02/11/2022 Departure 02/11/2022
Weather permitting, we'll cross the mythic line of theAntarctic Polar Circle, located along66°33' south of the Equator. This iconic area demarcates the point from which it is possible to view the midnight sun during the December solstice. Within this circle, the sun remains above the horizon for 24 consecutive hours at least once a year. Crossing this line, an experience known to few people, is sure to be an unforgettable highlight of your cruise through the polar regions.
EXPEDITION TO CHARCOT ISLAND
Arrival 03/11/2022
Departure 03/11/2022
When he discovered this island surrounded by sea ice in 1910 from aboard the Pourquoi Pas ? as he mapped Alexander Island, Jean-Baptiste Charcot had not be able to get less than 40 miles away from it. Situated in a zone that experiences frequent low-pressure systems and regular cloud cover, the island remains in many ways an enigma. It is entirely covered in ice and sheer cliffs, with the exception of the rocky outcrops extending over a dozen kilometres in the far north-west. The ice in the narrowest part of Wilkins Sound has been cracking in recent times, thus officially detaching this island from its neighbour, Alexander Island, lying 50 km away. Very few people have landed on this largely untouched island , whose waters attract numerous seabirds, such as petrels, Antarctic terns and skuas.
AT SEA ABOARD LE COMMANDANT CHARCOT
Arrival 04/11/2022
Departure 04/11/2022
Spend exceptional moments sailing aboard Le Commandant Charcot, the world's first luxury polar exploration vessel and the first PC2-class polar cruise ship capable of sailing into the very heart of the ice, on seas and oceans which the frozen conditions render inaccessible to ordinary ships. Le Commandant Charcot is fitted with oceanographic and scientific equipment selected by a committee of experts. Take advantage of the on-board lectures and opportunities for discussion with these specialists to learn more about the poles. Participate in furthering scientific research with PONANT and let us discover together what these fascinating destinations have yet to reveal to us.
EXPEDITION TO PETER I ISLAND
Arrival 05/11/2022 Departure 05/11/2022
You will then head for the legendary Peter I Island. Located 450 km away from the Atlantic coast, it was discovered in 1821 by the Russian explorer Fabian Gottlieb von Bellingshausen, who named it in honour of the Russian tsar Peter the Great. In 1909, Captain Charcot sighted it for the first time from aboard the Pourquoi Pas ?, but was unable to land there: "In the parting mists, one or two miles away, an enormous black mass shrouded in clouds appears suddenly before us: it is Peter I Island." Surrounded by pack ice and with about 95% of its surface covered by ice, this volcanic island, whose highest peak reaches 1,640 metres, is protected by ice cliffs some 40 metres tall, making any approach difficult.
ENGLISH COAST - IN SEARCH OF EMPEROR PENGUINS
Arrival 06/11/2022 Departure 07/11/2022
Along the English Coast, head off in search of emperor penguin. Brave the magnificent, quasi-unexplored desert of ice to be among the lucky few to observe these majestic penguins and enjoy this rare and intense experience. Emperor penguins are the largest of all living penguin species and they are champions at adapting to the harsh Antarctic climate. They live inland, where they protect their eggs between their feet and their abdomen during winter, and cover long distances in search of food.
MARGUERITE BAY
Arrival 08/11/2022 Departure 08/11/2022
The icebergs are each more majestic than the next and scattered around the deep and intense blue waters of Marguerite Bay, one of the most beautiful regions in the Antarctic. It is delimited in the north by the mountainous Adelaide Island, in the south by George VI Sound and Alexander Island, and in the east by the Fallières Coast. Charcot named it after his wife during his second expedition to the Antarctic between 1908 and 1910. In 1909, in the southern summer when the skies are at their clearest, he led an important scientific mission to map and study this region. The bay is home to a number of cetaceans and you may get the chance to observe leopard seals or Adelie penguins.
STONINGTON ISLAND
Arrival 09/11/2022 Departure 09/11/2022
In the northeastern part of Marguerite Bay, along Graham Land, you will discover the small island of Stonington. The island was a British research station from 1946 to 1950 and later from 1960 to 1975. Numerous expeditions setting off from this station on dog sledges enabled the mapping of a significant portion of the Antarctic Peninsula. The twostorey steel-framed buildings, whose vestiges are still visible, could accommodate 6 to 17 people. Equipment and facilities from that time can still be found there: the generator, the dog pens, radio equipment and weather instruments, the water reservoir and a storage space. The island is now an important breeding ground for Antarctic terns and south polar skuas.
POURQUOI PAS ISLAND
Arrival 09/11/2022 Departure 09/11/2022
Le Commandant Charcot will land on the coast of Pourquoi Pas Island, so named in the 1930s by John Riddoch Rymill in honour of Jean-Baptiste Charcot, who discovered it from aboard his ship Le Pourquoi Pas ? during his second expedition to Antarctica between 1908 and 1910. This mountainous island, situated in the north of Marguerite Bay between Graham Land and Adelaide Island, is 28 km long and 14 km large. It is scattered with narrow fjords and snow-covered mountains. You will go to shore in a zodiac dinghy with your expedition team and you could get the chance to observe Adelie penguins going about their business on the island's rocky shores.
THE GULLET
Arrival 10/11/2022 Departure 10/11/2022
The sumptuous landscapes of this narrow channel between Adelaide Island and Graham Land attract all visitors sailing towards Marguerite Bay. It is like an ice palace, its immaculate white walls reflected in the frozen mirror formed by the waters of the Southern Ocean, scattered with icebergs and gleaming blocks of ice. This passage was explored for the first time by the Jean-Baptiste Charcot expedition in 1909, which sketched its position. It was then surveyed in 1936 by the British expedition under John Rymill. It is here in this magical setting that some of the first subaquatic images of the Antarctic were shot during Philippe Cousteau's four-month expedition to Antarctica between 1972 and 1973.
DETAILLE ISLAND
Arrival 10/11/2022 Departure 10/11/2022
Detaille Island is a small island situated off the Loubet Coast in the Crystal Sound, a magnificent region surrounded by snow-covered peaks. A British research station was set up there in 1956, ahead of the International Geophysical Year 1957-58. Like the International Polar Years, organised for the first time in 1882-83, the purpose of this event was to take a coordinated approach to the geophysical research conducted by the different nations. With the island difficult to access, this station was shut down in 1959. The vestiges of the buildings and sledge dog pens that made it possible to map more than 4,000 miles around the island are now maintained by the United Kingdom Heritage Trust.
CROSSING THE DRAKE PASSAGE
Arrival 11/11/2022
Departure 12/11/2022
If there is one place, one sea, one waterway dreaded by tourists, researchers and hardened seafarers alike, it is undoubtedly Drake Passage. Situated at the latitude of the infamous Furious Fifties winds, between Cape Horn and the South Shetland Islands, it is the shortest route to connect Antarctica to South America. Seasoned navigators will tell you that you must earn your visit to the White Continent! As the Antarctic convergence zone where cold currents rising up from the South Pole meet warmer equatorial water masses, Drake Passage harbours a very diverse marine fauna. Don't forget to look to the sky to catch a glimpse of elegant albatross and Cape petrels, playfully floating about in the wind around your ship.
USHUAIA
Arrival 13/11/2022 early morning Disembarkation 13/11/2022 at 08:00
Capital of Argentina's Tierra del Fuego province, Ushuaia is considered the gateway to the White Continent and the South Pole. Nicknamed "El fin del mundo" by the Argentinian people, this city at the end of the world nestles in the shelter of mountains surrounded by fertile plains that the wildlife seem to have chosen as the ultimate sanctuary. With its exceptional site, where the Andes plunge straight into the sea, Ushuaia is one of the most fascinating places on earth, its very name evocative of journeys to the unlikely and the inaccessible… | <urn:uuid:a84ac003-ca76-4914-b176-f3fad3fe098b> | CC-MAIN-2022-27 | https://en-be.ponant.com/catalog/index/generatecruisepdf/id/2031/ | 2022-07-06T01:11:06+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00134.warc.gz | 280,034,989 | 2,637 | eng_Latn | eng_Latn | 0.997037 | eng_Latn | 0.997063 | [
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Kids College Kids College
This event is sponsored by Joliet Junior College. This organization is not affiliated with District 91, and District 91 does not sponsor or endorse this organization or its activities. This flyer has been made available to students pursuant to the District’s policy governing the distribution of written materials.
Grades 1-3
Grades 3-5
The Science of Seeing (LLC 5445)
Spanish for Kids (LLC 935)
Buenos dias ninos y ninas. Explore a new language and build communication skills. This class will introduce students to the basics of the Spanish language and many commonly used phrases. Students will enjoy learning to speak a new language and receive a course book they may keep. Adios. Appropriate for children ages 6-9.
TY1 10-11:30a.m. M-R
Main
June 13-16
$149
TYD1*10-11:30a.m. M-R
Main
June 13-16
$49
*For each paid registration in Section TY1, one member of the same household can register for Section TYD1 at the reduced price of $49. Both sections meet at the same time, in the same classroom.
Spanish with Grandparents (LLC 5470)
Buenos dias ninos y ninas. Explore a new language and build communication skills. This class will introduce adult/child teams to the basics of the Spanish language and many commonly used phrases. Enjoy learning to speak a new language and receive one course book per enrollment team. Teams may consist of up to two children and one adult family member. Appropriate for children ages 6-9. Adios. Note: Please enroll under adult's name.
T1 12:00-1:30p.m. M-R
Main
June 13-16
$149
Break It & Learn to Remake It (LLC 5642)
Students will take apart toys, electronics and other machines to learn how they work from the inside. Breaking apart and reconstructing machines allows kids to discover existing systems at work within their toys and use the information to innovate, fix and create their own "inventions." During this class, students will also use a 3D virtual reality system to explore inside the systems of the human body and virtually take apart more complex machines.
TY1 1-3p.m.
M-R
Main
June 6-9
$149
Myth Busting Kids (LLC 4992)
Students explore science by testing common "myths" with fun, often messy experiments. Kids will learn all about the scientific method as they investigate science-concepts like inertia, mass, energy and light. During their experiments, students will collect data, clues and other information to separate truth from myth and find out what is really fact or fiction.
TY1 10a.m.-Noon T-R
Main
June 21–23
$99
Young Crime Solvers CSI Kids (LLC 4470)
Students become CSI detectives as they solve a series of mysteries using forensic science. This fun class features engaging hands-on activities with real scientific tools that show kids how science can help solve a crime. Some of the activities will include learning about fingerprints, eyewitness testimony, DNA analysis, analyzing tire tracks and casting footprints.
TY1 1-3p.m. June 21–23
Register by phone at
T-R
Main $99
This hands-on class lets students use science to discover new ways to "see." Students will use a variety of cool tools including microscopes, telescopes, digital cameras, sonar, laser light and ultraviolet light. These tools will allow students to discover the hidden worlds of the very small and the very large. During this class, students will also use a 3D virtual reality system to explore inside the systems of the human body and virtually take apart more complex machines.
TY1 1:30-3:30p.m. June 27–30
M-R
Main $99
Virtual Reality Adventure (LLC 5247)
During our new VR adventures, students will use virtual reality headsets, and other 3D modeling tools, to visit places around the world (and their own neighborhoods). Each class session (4 sessions) is made up of a two-hour period. About half of each period will prepare participants in a classroom environment for their VR adventures as they learn about the places they will be visiting. The other half of each period will put participants into fullyimmersive simulations where they can interact with a computer-generated environment in a seemingly real and physical way. During our special summer session, students will visit the Seven Wonders of the Modern World, discover Chicago's greatest architecture and look at awesome architecture around the world. Class is limited to 5 participants.
TY1 10a.m.-Noon
M-R
Main
Aug. 8–11
$99
(815) 280-1555
or online at www.jjc.edu/LLC
Grades 3-8
3D Printing Camp (LLC 5163)
Young students will be enthralled with the opportunity to explore the world of 3D printing, where the possibilities seem endless. Students have an opportunity to print a 3D project of their own and tour the JJC MakerLab in this technology-rich camp.
Let's Make a Website (LLC 4825)
Students will build their own personal websites. These websites can focus on any student interest including family, pets, sports, video games, movies or music. Students will use simple drag and drop software to create webpages so no complex programming is required. Children will learn how to build webpages, create hyperlinks and add photos and videos to their websites. In addition, students will be introduced to basic HTML and CSS concepts.
TY1 9a.m.-Noon
M-R
Main
June 6–9
$99
Video Game Camp (LLC 4737)
This creative camp is designed to teach video game enthusiasts how to design and build their own video games. This hands-on camp is designed to teach kids the principles of game design and systems thinking in an engaging and fun environment. During camp, students will utilize several online Flash based systems that require no coding or programming skills. Video games will be accessible online so family and friends can enjoy student games.
Camp Improv (LLC 4294)
A great, creative camp designed to inspire youngsters with improv acting. Students will enjoy exercises designed to develop acting skills while teaching youngsters how to be positive, listen to others, take risks and work within a team environment.
TY1 9:30-11:30a.m. M-R
Main
June 13–16
$99
Photoshop for Kids (LLC 4419)
Rocket Science (LLC 923)
Students learn how to make photos look amazing with Adobe Photoshop CS6, the free online Photoshop Express Editor and the free Gimp photo editor. These programs give kids easy options for quick fixes, creative enhancements and endless photo fun. Students will learn a variety of image editing techniques, including touching up photos, creating layers, adding text, removing backgrounds and combining images.
TY1 12:30-3p.m.
M-R
Main
July 11–14
$149
Hydraulic Power (LLC 5809)
During this hands-on class, students will build a hydraulic powered mechanical arm as they learn how pressurized liquids can transfer energy. Students will also learn about using the force of water to generate power and the science of fluid dynamics. Each student will take home the mechanical arm built during class.
TY1 9a.m.-Noon
M-R
Main
July 18–21
$169
Electric Explorers (LLC 5811)
Students will discover how electricity and motors work as they build DC motors. Students will enjoy making a battery from a potato and experiment with electronic components, including integrated circuits, photo-resistors, switches and more. Each student will take home the DC motor built during class.
TY1 12:30-3:30p.m. M-R
Main
July 18-21
$159
Students will learn about the science of rockets as they build and experiment with a variety of rockets in this hands-on STEM camp. Air power, water power and solid fuel rockets will be featured. Weather permitting, youngsters will enjoy launching the solid-fuel rocket hundreds of feet into the air.
TY1 9a.m.-Noon
M-R
Main
July 25–28
$159
Solar Mechanics (LLC 5810)
Students will experiment with solar power and learn how energy from sunlight can be converted into mechanical energy as they build electric vehicles and devices. During this hands-on building class, students will also discover how gears work and learn about energy, torque, transmission and more. Each student will take home a solar cell and an electric vehicle building kit.
TY1 12:30-3:30p.m. M-R
Main
July 25–28
$169
Jr. Cell Phone Photography (LLC 5652)
During this fun class, students will learn the basic functions of their mobile phone's camera and how to take better photos on the go. This course introduces students to the basics of mobile phone photography emphasizing content, composition and technique. Students will also learn how to edit and share photos. The ideas and techniques taught in this class apply to both Apple iPhones and Android phones. Students will need to provide their own phones for this class.
TY1 12:30-2:30p.m. M-R
Main
Aug. 1–4
Register by phone at(815) 280-1555or online at
$149
www.jjc.edu/LLC
Jr. Chef: Chocolate, Chocolate, Chocolate (LLC 5921)
Students will have a great time dipping pretzels, fruit, cookies, marshmallows and a few mystery items in this hands-on chocolate class. They will go home with enough chocolate treats to share.
TY1 11a.m.-1p.m.
T
City Center
June 7
$46
Jr. Chef: Specialty Drinks (LLC 5917)
Tired of spending money at your local coffee shops for your favorite specialty drinks? In this hands-on class, students will learn how to make their own yummy drinks like iced strawberry milk, sour patch drink, as well as a few others.
TY1 11a.m.-1p.m.
T
City Center
June 28
$46
Jr Chef: Cookie Wars (LLC 5920)
Students will learn how to make different types of cookies, decorate cookies and have a cookie challenge. A prize will be given to the cookie queen or king!
TY1 12-2p.m.
M,T City Center
July 18 & 19
$69
Grades 6-8
Camp Improv (LLC 4294)
A great, creative camp designed to inspire youngsters with improv acting. Students will enjoy exercises designed to develop acting skills while teaching youngsters how to be positive, listen to others, take risks and work within a team environment.
TY2 9:30-11:30a.m. M-R
Main
June 13–16
$99
Virtual Reality Adventures (LLC 5247)
During our new VR adventures, students will use virtual reality headsets, and other 3D modeling tools, to visit places around the world (and their own neighborhoods). Each class session (4 sessions) is made up of a two-hour period. About half of each period will prepare participants in a classroom environment for their VR adventures as they learn about the places they will be visiting. The other half of each period will put participants into fullyimmersive simulations where they can interact with a computer-generated environment in a seemingly real and physical way. During our special summer session, students will visit the Seven Wonders of the Modern World, discover Chicago's greatest architecture and look at awesome architecture around the world. Register soon. Class is limited to 5 participants.
TY2 12:30-2:30p.m. M-R
Main
Aug. 8–11
$99
Break It & Learn to Remake It (LLC 5642)
Students will take apart toys, electronics and other machines to learn how they work from the inside. Breaking apart and reconstructing machines allows kids to discover existing systems at work within their toys and use the information to innovate, fix and create their own "inventions." During this class, students will also use a 3D virtual reality system to explore inside the systems of the human body and virtually take apart more complex machines.
TY2 1-3p.m.
M-R
Main
Aug. 1-4
$149
High School
Teen Chef: Muffin Meals (LLC 5916)
In this hands-on class, students will be making a variety of delicious muffin-size meals like breakfast muffin cups, lasagna cups and s'mores. Ages 13-16.
TY1 12-2p.m.
M City Center
June 13
$46
Career Exploration
Culinary Camp for Teens
This program is for high school students who want to learn how to prepare and present artful meals. Students will learn safe knife skills, how to roast, grill and braise meats, as well as pastry techniques. PLUS! You'll have the opportunity to learn from two award-winning executive chefs with JJC's Culinary Arts program. Cost includes a chef coat. Register online at www.jjc.edu/LLC.
TY1 8:30a.m.-3:30p.m. M-R City Center July 18-21 $329
Fire/EMS Career Exploration
Learn more about these rewarding careers during a morning boot camp at Joliet Junior College. This program is for high school juniors and seniors. Participants will have the opportunity to participate in a hands-on exercise, tour our state-of-the-art facility and learn from current JJC faculty. If a career in the Fire Service or EMS is for you, then make JJC your first choice! Space is limited, register early. Register online at www.jjc.edu/LLC.
TY1 8:30-11:30a.m. R
Main
August 11
$25
Register by phone at(815) 280-1555
or online at www.jjc.edu/LLC
Girls Leading the Charge Programs (Grades 6-8)
Girls Leading the Charge 1.0
Girls Leading the Charge 2.0
Join the challenge! Become a member of an all-girls engineering team that will design and build a variety of SOLAR POWERED MODELS in this three-day camp. This challenging camp will provide girls with an opportunity to learn about solar energy and engineering. This S.T.E.M.focused challenge will introduce students to concepts in solar/photovoltaic (PV) cells, gear drive and pulley drive systems, along with design and troubleshooting techniques used by engineers. Each day, projects will grow in complexity as the teams design, build and test solar powered kits. Please bring a peanut free sack lunch.
Please note: Enrollment priority in these programs will be given to District 86 female students.
The challenge continues! This S.T.E.M.-focused challenge will take skills to the next level as girls explore concepts in alternative energy, including solar/photovoltaic (PV) cells and participate in hands-on activities applying design and troubleshooting techniques used by engineers. Girls will enjoy learning in a team-based environment as they learn about alternative energy and engineering in this three-day workshop. Camp will also include an opportunity to work with Hydrocar Fuel Cell model cars to learn about fuel cell technology and how this alternative energy source could revolutionize the future of transportation. Students will also be introduced to wind power technology. Please bring a peanut free sack lunch.
Workshops are available beginning in June.
Visit the website to view the schedule.
Funding for Girls Leading the Charge programs has been provided by an E2 Energy to Educate grant from Constellation, an Exelon Company.
Register online at www.jjc.edu/LLC.
Virtual STEAM Camps for Ages 8 - 14
Online classes to keep kids busy all summer long!
Minecraft Modders ROBLOX Coders Video Game Design YouTube FX Masters Python Programmers JavaScript Developer Inventor's League Code Breakers And many more!
WWW.BLACKROCKET.COM/ONLINE/JJC
Head to the website to find class descriptions, schedules and registration links. Don't wait! Classes fill up fast!
Register by phone at(815) 280-1555
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COUNTRIES QUIZ
United Kingdom
1. There are 4 countries in the United Kingdom. What are they?
2. What famous ship was built in Belfast, Northern Ireland? (clue : it hit an iceberg and sank)
3. What is the name of the tartan skirt that men in Scotland wear?
4. What are the 3 colours on the Union Jack flag?
5. What is the national flower of Wales? (clue : it is yellow)
```
E - - - - - - W - - - - S - - - - - - - Northern I - - - - - -
```
________________________________________________________________________
America (USA)
1. What is the theme park where Mickey Mouse lives?
2. Who is the President of America in 2020?
3. There are stripes on the American flag. What other 'S' are on the flag?
4. What is the game played in America where players bounce and throw a ball and throw it into a hoop?
5. What is Hollywood famous for?
a) flowers
b) clothes
c) film stars
d) sport
_________________________________________________________________________
Europe
1. What country is known for hot sunny holidays, bull fighting and paella?
2. There is a famous tower in Italy that is wonky. It is called the Leaning tower of _ _ _ _?
3. What is Venice most famous for?
4. What country is known for the Eiffel tower, wine and a long cycle race in the mountains?
5. What is the money that people use in Europe?
a) Shilling
b) Euros
c) Knuts
d) Pancakes
________________________________________________________________________
© a-2-e 2020 be kind be fair share
Australia
1. What animal that lives in Australia, jumps and has a pouch for it's baby?
2. What TV soap is set on Ramsey Street in Australia? (clue –begins with N)
3. What is the TV programme is filmed in Australia where famous people have to do challenges such as eat bugs?
4. Who is the Australian pop singer who sang 'I should be so lucky' and 'Can't get you out of my head'?
5. Australia is also known as
a) Down under
b) Across the sea
c) Round the bend
d) Over the hill
_________________________________________________________________________
Take away foods from different countries
Match each of these foods to the country which is known for that food.
We wonder which of these foods you have ever tried? Which ones do you like?
Bonus Question
Name 5 other countries that have not been used in this quiz
The END of the Quiz ( answers on the next page )
© a-2-e 2020 be kind be fair share
Answers
United Kingdom
1. England Wales Scotland Northern Ireland
2. The Titanic
3. Kilt
4. Red, White and Blue
5. Daffodil
America (USA)
1. Disney Land
2. President Trump
3. Stars
4. Basketball
5. c) Film stars
Europe
1. Spain
2. Leaning tower of Pisa
3. Canals (and gondolas)
4. France
5. b) Euros
Australia
1. Kangaroo
2. Neighbours
3. I'm a Celebrity Get Me Out of Here
4. Kylie Minogue
5. a) Down Under
Take away foods from different countries
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The history of Sydney Water
A timeline
Since the earliest days of European settlement, providing water and sewerage services for Sydney's population has been an ongoing challenge. Sydney Water and its predecessor, the Metropolitan Water Sewerage and Drainage Board, has had a rich and colourful history. This history reflects the development and growth of Sydney itself.
Sydney has often faced the prospect of a water shortage due to population growth and unreliable rainfall patterns. This has led to the development of one of the largest per capita water supplies in the world.
1700s
Pre 1788
1788
1795
1800s
1803
1826
1827
1849
1850s
SW177 05/20
The original custodians of the area now known as Sydney are the Gadigal people of the Eora nation. Waterways played a significant role in their daily for drinking and food, meeting places and travel routes.
Sydney was chosen as the location for the first European settlement in Australia, in part due to its outstanding harbour and the availability of fresh water from a creek later called the Tank Stream.
As Governor, Arthur Phillip tried to protect the quality of the water in the Tank Stream. He banned all development along the edges of the stream.
To protect the Tank Stream an order was published in the Sydney Gazette on 18 December 1803 which stated: 'If any person whatever is detected in throwing any filth into the stream of fresh water, cleaning fish, washing, erecting pigsties near it or taking water out of the Tanks, on conviction before a Magistrate their house will be taken down and forfeit £5 for each offence to the Orphan Fund.'
The Tank Stream was abandoned as a water supply because of pollution from industries such as tanneries, brickworks, wool wash, slaughterhouse and soap and candle making. These industries used water in part of their processes. These processes added chemicals, blood, fats and silt to the water polluting the creek.
Busby's Bore was constructed to pipe water from Lachlan Swamps (now Centennial Park). This was the colony's first major public engineering project and it wasn't completed until 1837. Water was pumped to Hyde Park where it was transferred to water carts for distribution to homes and businesses. It was in use until 1858.
Originally, the polluting industries were located in Sydney Cove (now Circular Quay) but these industries were forced out of the city under the Slaughter House Act of 1849. It required all noxious trades to be operated more than one mile (1.6 km) from the city area.
The Gold Rush increased Sydney population dramatically, meaning a new supply of water and a better way to manage sewage was needed.
| The History of Sydney Water - a timeline
1857
1859
1886
1886
1880
1881
SW177 05/20
The Bennelong Point Sewerage System become Sydney's first planned system to dispose of the city's sewage. This was before one year before the construction of the modern sewerage system in London, after the 'Great Stink'. This greatly improved the public health and living standards of the community.
Botany Swamps Water Supply Scheme began, with the pumping station taking water from a convict built dam through the Crown St Reservoir. Today, Crown Street is the oldest water supply reservoir still in service. Botany Swamps was dried up from overuse and closed down by 1896.
Sydney's sewerage system consisted of five outfall sewers which drained to Sydney Harbour.
1870
Sydney Harbour had become grossly polluted resulting in typhoid and scarlet fever epidemics up to 1890.
1875 The Sewerage and Health Board was created to deal with the increasing sewage in Sydney. It recommended:
-
The Bennelong Point Sewerage System (Sydney Water and WaterNSW historical Archives)
southern sewage be discharged to Botany Bay Sewage Farm
- city sewage to be sent to a treatment plant at Bondi to be discharged into the ocean
- northern Sydney sewage sent to Folly Point treatment works to be discharged into the bay
- pumping stations be constructed along the harbour to remove sewage discharge.
The Hudson Brother's Emergency Scheme was created. This scheme delivered water to Botany Swamps from the incomplete Upper Nepean Scheme. This was a temporary measure and was completed in six months. It successfully addressed water shortages during a drought.
Sydney's first sewage reuse scheme begins which involved disposing wastewater at the Botany Sewage Farm. The plan was to have a government farm providing produce for the city. Due to farm mismanagement and a steady increase in sewage that flooded the farm, it failed.
Legislation was passed under Sir Henry Parkes, as Premier, which formed the Board of Water Supply and Sewerage.
Smallpox epidemic
| The History of Sydney Water - a timeline
1888
1892
1894
1898
The Board of Water Supply and Sewerage (BWS&S) was created. This was Sydney's first water and sewerage authority which would later become Sydney Water.
Lieutenant Colonel T Rowe was appointed as the first President of the BWS&S.
The Upper Nepean Scheme successfully linked the Nepean, Cataract, Cordeaux and Avon Rivers to deliver water to Sydney through the Upper and Lower Canals.
The BWS&S was renamed the Metropolitan Board of Water Supply and Sewerage (MBWS&S).
Manly Dam was constructed
The MBWS&S took over maintenance of major stormwater channels in Sydney.
The first sections of the Western and Southern Sewerage System delivered sewage to Botany Sewage Farm.
1899
The first sections of the Northern Sewerage System delivered wastewater to Folly Point treatment works.
1899 – 1902 A network of twenty sewage pumping stations were constructed. This network was a major advance in the protection of the public health of Sydney by ending the discharge of sewage into the Harbour.
1900s
1900 Bubonic Plague hit Sydney
1903 Wollongong water supply was connected.
1907
Construction of Cataract Dam began. It was completed in 1915.
1916
Southern and Western Suburbs Ocean Outfall Sewer (S&WSOOS) No.1 was completed to Malabar.
1917
Former Board Secretary Major General William Holmes was killed on the Western Front. Major General Holmes was Board Secretary when he was first commissioned to lead an expeditionary force to occupy German-controlled New Guinea in 1915. He subsequently led the 5th Infantry Brigade at Gallipoli and France. His name is commemorated in General Holmes Drive near Sydney Airport.
1916 – 1930 Northern Suburbs Ocean Outfall Sewer (NSOOS) was constructed.
1918
Construction began on Cordeaux Dam. Public Works Department designer, E.M. de Burgh, was inspired by the Egyptian architectural style to design the last parts of the dam, making it one of the most beautiful dams in Sydney. It was completed in 1926.
1918
Spanish influenza epidemic
1921 Construction began on Avon Dam. It was completed in 1927
SW177 05/20| The History of Sydney Water - a timeline
1922
1924
1925
1927
E.M. de Burgh, also applied his Egyptian architectural influence to the design of the Middle Harbour Syphon. This inverted syphon was built to allow sewage pipes to pass under waterways without the need to dig a tunnel.
The MBWS&S was renamed the Metropolitan Water, Sewerage and Drainage Board (MWS&DB) and gained control of its own finances for the first time.
Construction began on Nepean Dam. It was completed in 1935.
Construction began on Woronora Dam. It was completed in 1941.
1929 The first sections of the Wollongong Sewerage Scheme were completed.
1934 – 1942 Sydney experienced one of its most severe and extended droughts. The Great Drought, as it came to be known, lasted eight years and almost caused the complete failure of water supplies in Sydney. At its worst, dam levels fell to 12.5%. Drastic restrictions were imposed, including mandatory one third cuts to brewery productions. Fortunately, rain fell in all catchments in 1942.
1936 – 1941 Southern & Western Suburbs Ocean Outfall Sewer No. 2 is constructed.
1936 – 1953 Bondi Sewage Treatment Plant (STP) was constructed.
1938 The first inland sewerage schemes were built at Fairfield, Camden and Campbelltown.
1940
In response to the Great Drought, the Warragamba Emergency Scheme was commissioned.
The MWS&DB moves into a new head office at the corner of Pitt Street and Wilmott Lane.
1946 – 1960 Warragamba Dam was constructed. To this day, Warragamba is one of the largest domestic water supplies in the world. It covers an area of up to 75 square kilometres and holds 2, 031 billion litres of water – four times the volume of Sydney Harbour.
1957
Avon Dam water was diverted to supply the Illawarra.
Port Kembla Sewerage Scheme was commissioned.
Cronulla Sewerage System was commissioned.
Work commenced on Sydney's largest sewage treatment plant at Malabar.
1961 The MWS&DB installed its first mainframe computer system – the IBM 1401 – mostly to handle billing and general accounting.
1966
The high-rise section of the MWS&DB
head office on the corner of Pitt and
Unveiling the plaque at Warragamba Dam opening ceremony - Sydney Water and WaterNSW historical Archives
Bathurst Streets was completed.
1967 The NSW Parliament votes to add fluoride to water supplies.
SW177 05/20| The History of Sydney Water - a timeline
1958
1959
1971 – 1977 The Shoalhaven Scheme is constructed (Tallowa Dam, Fitzroy Falls Reservoir, Wingecarribee Dam).
1972
Construction of North Head Sewage (wastewater) Treatment Plant began. It was completed in 1984
1980 Blue Mountains water supply scheme was taken over by the MWS&DB.
1984 – 1990 Deepwater ocean outfalls were constructed at Bondi, North Head and Malabar Wastewater (Sewage) Treatment Plants. The outfalls dispersed the primary treated effluent about four kilometres offshore, considerably improving water quality at Sydney's beaches.
1987
The MWS&DB was renamed as the Sydney Water Board (SWB).
1990
1994
1996
1999
2000s
2001
Sydney Water's Every Drop Counts Business Program was started. This demand management program helps the largest business and industrial customers to identify and implement water efficiency initiatives.
2001 – 2002 The Rouse Hill Recycled Water Scheme begins delivering recycled water to local residents via dual reticulation (separate pipes). The scheme remains the largest residential dual reticulation recycling scheme of its kind in the world.
2002
Rouse Hill resident using recycled water
Low rainfall over the preceding two years saw dam levels fall to below 60%, beginning one of the worst periods of drought in more than 100 years. Voluntary
SW177 05/20| The History of Sydney Water - a timeline
5| 7
The Steamwatch Program began and involved community members monitoring water quality of local creeks and rivers throughout greater Sydney, the Blue Mountains and the Illawarra.
The SWB was corporatised and renamed Sydney Water Corporation (SWC).
Prospect Water Filtration Plant was completed. It is the largest of the privately built, owned and operated plants. Today, 90% of Sydney's water is treated in privately owned water filtration plants. Sydney Water contracts these plants to treat and filter drinking water.
Construction began on the Northside Storage Tunnel, a massive 20 kilometre, 500 million litre chamber designed to protect Sydney Harbour from pollution from wet weather sewer overflows. The tunnel captures overflows and stores them temporarily until they can be properly treated and disposed.
The project was fast tracked to ensure its completion before the 2000 Sydney Olympic Games.
The Sydney Catchment Authority (SCA) was established to manage Sydney's dams and catchment areas. SCA sells raw water to Sydney Water who treat and deliver it to customers across Sydney, the Blue Mountains and the Illawarra.
2004
2005
2007
2009
2010
2011
SW177 05/20
water restrictions were introduced in October and became mandatory in 2003.
The NSW Government released its Metropolitan Water Plan, which proposed a range of measures to diversify water supplies, improve efficiency and further reduce demand for water. The Plan included large expansion in wastewater recycling schemes, demand management (including major on-going investments in leak reduction) and proposed the construction of a desalination plant if dam levels fell to around 30%.
Planning begins for construction of a desalination plant to ensure that preliminary approvals and design work can be completed in time if drought conditions continue. Construction began
The NSW Government introduced the Water Industry Competition Act. This opened the way for the private sector to compete with Sydney Water to provide water and wastewater services.
Work begins on Sydney Water's new environmentally sustainable head office at One Smith Street, Parramatta.
Construction begins on the Sydney Desalination plant.
In the late 1990s, Sydney Water commenced a program of renewable energy generation using biogas produced at its wastewater treatment plants. Since that time additional generation has been installed and Sydney Water's hydroelectric generators and biogas cogeneration renewable energy plants are now supplying around 20% of Sydney Water's energy needs. This did not include the energy needed to power the desalination plant, which would be generated 100% from wind power.
The Minister for Water awards the first ever private water license to Veolia, for a major wastewater recycling project at Smithfield/Camellia.
About 1,400 staff formerly based in the CBD, West Ryde, Guildford and other worksites relocate to the new head office at One Smith Street Parramatta. Work also begins on a new headquarters for operational staff at Potts Hill.
Opened the Sydney Desalination Plant at Kurnell in a 45 hectare site which includes a 15 hectare environmental conservation area. The plant supplies drinking water to mix with treated water from our dams to about 1.5 million people.
The St Marys Advanced Water Recycling Plant began to supply 18 billion litres of high-quality recycled water a year to the HawkesburyNepean River. This project means that extra water can be held back in Warragamba Dam for drinking water and Sydney Water is doing even more to look after the health of the Hawkesbury-Nepean River.
Opened the Water Recycling Education Centre for universities, technical and further education (TAFE) colleges and high schools,
| The History of Sydney Water - a timeline
St Marys Water Recycling Education Centre
professional groups and community groups to explain the role of water recycling in securing Sydney's water supply.
Began operating the Prospect Hydroelectric Plant which produces enough energy to meet five per cent of Sydney Water's energy needs (same amount of electricity used by about 1,500 homes a year).
Sydney Water embraces social media by launching a Facebook page and Twitter presence.-This opened up new communications channels with our customers and stakeholders.
2012
Sydney Water sets up a long-term lease of the Sydney Desalination Plant Pty Limited (SDP). This brings money back to the NSW Government which can be used for other projects across NSW.
To see what we are doing today, go to our website sydneywater.com.au
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2022
WATER QUALITY REPORT
PALATINE HILL WATER DISTRICT
6/9/2022
Page | 1
Palatine Hill Water District 2022 Drinking Water Quality Report
Palatine's Drinking Water Sources
Palatine Hill Water District purchases water from the City of Portland, who provides treated surface water from the Bull Run Watershed and groundwater from the Columbia South Shore Well Field located east of the Portland International Airport. The water is conveyed through Portland's water distribution system to Palatine Hill's main pump station on Highway 43 at Carey Lane and/or from the Upper Reservoir connection on Palatine Hill Rd.
The Bull Run Watershed, Portland's protected surface water supply, is in the Mount Hood National Forest, 26 miles from Portland. The Portland Water Bureau and the U.S. Forest Service carefully manage the watershed to sustain and supply clean drinking water. In a typical year, the watershed receives an astounding 135 inches of precipitation (rain and snow), which flows into the Bull Run River and then into two reservoirs that store nearly 10 billion gallons of drinking water.
Source water assessments are completed to identify contaminants of concern for drinking water. For the Bull Run, the only contaminants of concern are naturally occurring microorganisms, such as Giardia, Cryptosporidium, fecal coliform bacteria, and total coliform bacteria. The Portland Water Bureau regularly tests Bull Run water for these microorganisms that live in virtually all freshwater ecosystems.
The Portland Water Bureau treats water to control organisms that could make people sick but does not currently treat for Cryptosporidium. Portland is installing filtration to remove Cryptosporidium and other contaminants from drinking water by 2027.
Portland's source water assessment is available at portland.gov/water/resources/source-waterassessment or by calling 503-823-7525.
The Columbia South Shore Well Field, Portland's protected groundwater supply, provides drinking water from 25 active wells located in three different aquifers. The well field is between Portland International Airport and Blue Lake Park. Portland uses the well field for two purposes: to supplement the Bull Run supply in the summer, and to temporarily replace the Bull Run supply during turbidity events, maintenance activities, and emergencies.
The Columbia South Shore Well Field is beneath homes and businesses with a variety of potential contaminant sources. The deep aquifers that are the primary sources of water supply have natural geologic protection from pollutants present at the land surface. Portland, Gresham, and Fairview work together to protect the well field. The cities' Groundwater Protection Programs work with residents and businesses in the well field to ensure that pollutants from this urban area do not impact the groundwater source.
To learn more about groundwater protection and find upcoming groundwater education events, visit portland.gov/water/groundwater. Get email updates when changes to source water or treatment. Sign up at portland.gov/water/notification.
Frequently Asked Questions About Water Quality
What test results will I find in this report?
The Palatine Hill/Portland Water Bureau monitors drinking water for over 200 regulated and unregulated contaminants. This report lists all of the regulated contaminants the bureau detected in drinking water in 2021. If a known, health-related contaminant is not listed in this report, the Palatine Hill/Portland Water Bureau did not detect it in drinking water.
How is Portland's drinking water treated?
Currently, Portland's drinking water treatment is a three-step process. 1) Chlorine disinfects against organisms that could otherwise make people sick. 2) Ammonia stabilizes chlorine to form a longerlasting disinfectant. 3) Sodium carbonate and carbon dioxide replaced sodium hydroxide in 2022 to further reduce the corrosion of metals such as lead. Portland's treatment is changing in the coming decade.
Is Portland's water safe from viruses such as COVID-19?
Your water is safe from viruses and safe to drink. Portland controls microorganisms, including viruses, with chlorine.
Is Portland's water filtered?
No. Neither of Portland's sources is filtered. In response to a series of low-level detections of Cryptosporidium in 2017, Portland is installing a filtration plant to treat for Cryptosporidium. Bull Run water will be filtered by 2027.
Does the Portland Water Bureau add fluoride to the water?
No. Fluoride naturally occurs in Portland's water at very low levels. You may want to ask your dentist or doctor about supplemental fluoride for preventing tooth decay. This is especially important for young children.
Is Portland's water soft or hard?
Bull Run water—Portland's main water supply—is very soft. It typically has a total hardness of 3–8 parts per million (ppm), or ¼ to ½ a grain of hardness per gallon. Portland's groundwater supply is moderately hard: about 80 ppm, or about 5 grains per gallon.
What is the pH of Portland's water?
The pH of Portland's drinking water typically ranges between 7.8 and 8.5.
How can I get my water tested?
For free lead-in-water testing, contact the LeadLine at leadline.org or 503-988-4000. For other testing, you can pay a private laboratory to test your tap water. Not all labs are accredited to test for all contaminants. For information about accredited labs, contact the Oregon Health Authority at email@example.com or 503-693-4100.
Page | 3
What causes temporary discolored water?
Sediment and organic material from the Bull Run Watershed settle at the bottom of water mains. These can sometimes be stirred up during hydrant use or a main break. They can also be seen in the fall as a harmless tea-colored tint. Discolored water can also be caused by older pipes in buildings that add rust to the water. Find out more at portland.gov/water/discoloredwater.
How should property managers maintain water quality in large buildings?
Managers of large buildings should implement a water management program to protect their water quality and address the risk of Legionella growth. This is especially important during the pandemic and as buildings reopen. Find more at portland.gov/water/WQBuilding.
Have water quality or pressure issues or concerns? Contact Palatine Hill Water District at:
503-639-5096 or email firstname.lastname@example.org
What the EPA Says Can Be Found in Drinking Water
Across the United States, the sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity.
In order to ensure that tap water is safe to drink, the Environmental Protection Agency (EPA) has regulations that limit the amount of certain contaminants in water provided by public water systems and require monitoring for these contaminants. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health.
Contaminants in drinking water sources may include: microbial contaminants, such as viruses, bacteria, and protozoa from wildlife; inorganic contaminants, such as naturally-occurring salts and metals; pesticides and herbicides, which may come from farming, urban stormwater runoff, or home and business use; organic chemical contaminants, such as byproducts from industrial processes or the result of chlorine combining with naturally-occurring organic matter; and radioactive contaminants, such as naturally-occurring radon.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline at 800-426-4791 or at epa.gov/safewater.
Contaminants Detected in 2021
| Regulated Contaminant | | | Detected in Portland’s Water | | EPA Standard | |
|---|---|---|---|---|---|---|
| | | | Minimum | Maximum | MCL or TT | MCLG |
| | Untreated Source Water | | | | | |
| Turbidity (NTU) | | | 0.18 | 2.81 | 5 | N/A |
| Fecal Coliform Bacteria (% >20 colonies/100 mL in 6 months) | | | Not Detected | 0% | 10% | N/A |
| Giardia (#/L) | | | Not Detected | 0.08 | TT | N/A |
| | Treated Drinking Water | | | | | |
| | Metals and nutrients at the entry points | | | | | |
| Arsenic (ppb) | | | <0.50 | 1.02 | 10 | 0 |
| Barium (ppm) | | | 0.00081 | 0.01030 | 2 | 2 |
| Cyanide (ppm) | | | <0.005 | 0.014 | 0.2 | 0.2 |
| Fluoride (ppm) | | | <0.025 | 0.160 | 4 | 4 |
| Lead (ppm) | | | <0.05 | 0.15 | 15 | 0 |
| Nitrate (as Nitrogen) (ppm) | | | 0.012 | 0.30 | 10 | 10 |
| | Microbial contaminants in the distribution system | | | | | |
| Total Coliform Bacteria (% positive per month) | | | 0% | 0% | N/A | N/A |
| | Disinfection residual and byproducts in the distribution system | | | | | |
| Total Chlorine Residual (ppm) | | Running annual average | 0.03 | 2.36 | 4 [MRDL] | 4 [MRDLG] |
| | | Range of single results at all sites | 0.03 | 2.36 | N/A | N/A |
| Haloacetic Acids (ppb) | | Running annual average at any one site | 19.5 | 19.5 | 60 | N/A |
| | | Range of single results at all sites | 19.5 | 19.5 | N/A | N/A |
Page | 5
The Portland Water Bureau posts additional results at: portland.gov/water/TestResults
Definitions
MCL: Maximum Contaminant Level
The highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
MCLG: Maximum Contaminant Level Goal
The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
MRDL: Maximum Residual Disinfectant Level
The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
MRDLG: Maximum Residual Disinfectant Level Goal
The level of a drinking water disinfectant below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
N/A: not applicable
Some contaminants do not have a health-based level or goal defined by the EPA.
NTU: Nephelometric Turbidity Unit
The unit for measuring the turbidity, or cloudiness, of a water sample.
ppm: parts per million
Water providers use ppm to describe a small amount of a substance within the water. In time measurement, one part per million is about 32 seconds out of one year.
Page | 6
ppb: parts per billion
Water providers use ppb to describe a very small amount of a substance within the water. In time measurement, one part per billion is about 3 seconds out of 100 years.
pCi/L: picocuries per liter
Picocurie is a measurement of radioactivity.
TT: Treatment Technique
A required process intended to reduce the level of a contaminant in drinking water.
About These Contaminants
Arsenic, barium, fluoride, lead and manganese
These metals are elements found in the earth's crust. They can dissolve into water that is in contact with natural deposits. At the levels found in Portland's drinking water, they are unlikely to lead to negative health effects.
Cyanide
Cyanide is produced by certain bacteria, fungi, algae, and plants. It is rarely detected in Portland's water. At the levels found in Portland's drinking water, cyanide is unlikely to contribute to adverse health effects.
Fecal coliform bacteria
To comply with the filtration avoidance criteria of the Surface Water Treatment Rule, water is tested for fecal coliform bacteria before disinfectant is added. The presence of fecal coliform bacteria in source water indicates that water may be contaminated with animal wastes. This is reported in percent of samples with more than 20 colonies in 100 milliliters of water during any six-month period. The Portland Water Bureau uses chlorine to control these bacteria.
Giardia
Wildlife in the watershed may be hosts to Giardia, a microorganism that can cause gastro-intestinal illness. The treatment technique (TT) is to remove 99.9 percent of Giardia cysts. The Portland Water Bureau uses chlorine to control Giardia.
Haloacetic acids and total trihalomethanes
Disinfection byproducts form when chlorine interacts with naturally occurring organic material in the water. High levels of disinfection byproducts can cause health problems in people. Portland adds ammonia to form a more stable disinfectant, which helps minimize disinfection byproducts.
Page | 7
Nitrate (as Nitrogen)
Nitrate, measured as nitrogen, can lead to bacterial and algal growth in the water. At levels that exceed the standard, nitrate can contribute to health problems. At the levels found in Portland's drinking water, nitrate is unlikely to lead to negative health effects.
Radon
Radon is a naturally occurring radioactive gas that cannot be seen, tasted, or smelled. Radon can be detected at very low levels in the Bull Run water supply and at varying levels in Portland's groundwater supply. Based on the historical levels of radon in groundwater combined with the limited amount of groundwater used, people in Portland are unlikely to have negative health effects from radon in water. Find more information about radon from the EPA at epa.gov/radon.
Sodium
There is currently no drinking water standard for sodium. At the levels found in drinking water, it is unlikely to lead to negative health effects.
Total chlorine residual
Total chlorine residual is a measure of free chlorine and combined chlorine and ammonia in Portland's distribution system. Chlorine residual is a low level of chlorine remaining in the water and is meant to maintain disinfection through the entire distribution system.
Total Coliform bacteria
Coliforms are bacteria that are naturally present in the environment. Coliform bacteria usually do not make people sick. They are used as an indicator that other potentially harmful bacteria may be present. If more than 5 percent of samples in a month are positive for total coliforms, an investigation must be conducted to identify and correct any possible causes. The Portland Water Bureau uses chlorine to control these bacteria.
Turbidity
Turbidity is the cloudiness of a water sample. In Portland's system, increased turbidity usually comes from large storms, which suspend organic material in Bull Run water. Increased turbidity can interfere with disinfection and provide an environment for microorganisms to grow. Since the Portland Water Bureau does not yet filter Bull Run water, the treatment technique (TT) is that turbidity cannot exceed 5 NTU more than 2 times in 12 months. When turbidity rises in the Bull Run source, Portland switches to its Columbia South Shore Well Field source.
Monitoring for Cryptosporidium
Cryptosporidium is a potentially disease-causing microorganism that lives in virtually all freshwater ecosystems. Drinking water treatment for Cryptosporidium is required by state and federal regulations. For five years, the Oregon Health Authority (OHA) did not require the Portland Water Bureau to treat
for Cryptosporidium based on data showing that Cryptosporidium was rarely found in the Bull Run Watershed. Since 2017, test results have shown low-level detections of Cryptosporidium primarily during the rainy season. As a result, OHA determined that treatment is now necessary. Portland has made several decisions about how to treat for Cryptosporidium, including choosing filtration as the treatment method and deciding on the location of the future treatment plant. The Portland Water Bureau is on track to have the filtration plant built and running by 2027.
The Portland Water Bureau does not currently treat for Cryptosporidium, but is required to do so under drinking water regulations. Portland is working to install filtration by 2027 under a compliance schedule with OHA. In the meantime, the Portland Water Bureau is implementing interim measures such as watershed protection and additional monitoring to protect public health. Consultation with public health officials continues to conclude that the general public does not need to take any additional precautions.
Exposure to Cryptosporidium can cause cryptosporidiosis, a serious illness. Symptoms can include diarrhea, vomiting, fever, and stomach pain. People with healthy immune systems recover without medical treatment. According to the Centers for Disease Control and Prevention (CDC), people with severely weakened immune systems are at risk for more serious disease. Symptoms may be more severe and could lead to serious life-threatening illness. Examples of people with weakened immune systems include those with AIDS, those with inherited diseases that affect the immune system, and cancer and transplant patients who are taking certain immunosuppressive drugs.
The Environmental Protection Agency has estimated that a small percentage of the population could experience gastrointestinal illness from Cryptosporidium and advises that customers who are immunocompromised and receive their drinking water from the Bull Run Watershed consult with their health care professional about the safety of drinking the tap water.
2020 Results of Cryptosporidium Monitoring at the Raw Water Intake
| Total tested | Positive for Cryptosporidium | Minimum | Maximum |
|---|---|---|---|
| 200 | 33 | Not detected | 0.12 |
More information: portland.gov/water/crypto
Special notice for immunocompromised persons
Some people may be more vulnerable to contaminants in drinking water than the general population. Immunocompromised persons, such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly people, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. Environmental Protection Agency (EPA)/ Centers for Disease Control and Prevention (CDC) guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline at 800-426-4791.
Page | 9
Bull Run Treatment Projects: Filtration treatment by 2027
Project achieves important halfway milestone
Since 2017, a team of Portland Water Bureau and consultant engineers have been working to plan for and design the new water filtration facility. In 2020, the project team submitted two years of testing data confirming the best way to filter our water and they achieved a significant milestone this past year when they received OHA's approval to design the filtration plant using that filtration method.
Testing drinking water treatment options
The project team relied on science to help make sure the filtration process at the full-scale facility is designed for our unique Bull Run water. To do this, they used a mini-filtration facility to test how different treatment options work through seasonal changes to our water. The testing ensures that treatment at the future water filtration facility will meet our public heath goals, including removing Cryptosporidium from our drinking water.
What's next
The project is now at its halfway point and on track to begin delivering filtered Bull Run water in 2027. The final design of the filtration facility will be complete by the end of 2022 and construction is anticipated to begin in 2023.
Our new water filtration treatment process:
* The Bull Run Watershed will remain highly protected.
* Filtration will remove Cryptosporidium and other potential contaminants.
* Disinfection will control microorganisms.
* Corrosion control treatment will continue to lower lead levels at the tap.
More information: portland.gov/BullRunTreatment
Reducing exposure to lead
Sources of lead in Portland
The Portland Water Bureau cares about the health of the families in our community and is committed to helping you. If present, lead at elevated levels can cause serious health problems, especially for pregnant people and young children. Infants and children who drink water containing lead in excess of the action level could experience delays in their physical or mental development. Children could show slight deficits in attention span and learning abilities. Adults who drink this water over many years could develop kidney problems or high blood pressure.
Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Portland Water Bureau is responsible for providing high-quality drinking water, but cannot control the variety of materials used in plumbing components in homes or buildings. Lead is rarely found in Portland's source waters and there are no known lead service lines in the water system. In Portland, lead enters drinking water from the corrosion (wearing away) of household plumbing materials containing lead. These materials include lead-based solder used to join copper pipe — commonly used in homes built or plumbed between 1970 and 1985 — and brass components and faucets installed before 2014.
Page | 10
In Portland, the most common sources of lead exposure are lead-based paint, household dust, soil, and plumbing materials. Lead is also found in other household objects such as toys, cosmetics, pottery, and antique furniture.
What you can do
When your water has been sitting for several hours, such as overnight or while you are away at work or school, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your drinking water, you can request a free lead-in-water test from the LeadLine (leadline.org or 503-988-4000). Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from EPA's Safe Drinking Water Hotline: 800-426-4791 or epa.gov/safewater/lead. Additional steps to reduce exposure to lead from plumbing:
* Run your water to flush the lead out.
* Use cold, fresh water for cooking, drinking, and preparing baby formula
* Do not boil water to remove lead.
* Test your child for lead.
* Test your water for lead.
* Consider using a filter certified to remove lead.
* Clean your faucet aerators every few months.
* Consider replacing pre-2014 faucets or fixtures.
More information to keep your family safe from lead: leadline.org or 503-988-4000
Lead and copper testing results from homes with higher risk of lead in water
The Portland Water Bureau offers free lead-in-water tests to anyone in the service area. Twice each year, the Portland Water Bureau also collects water samples from a group of over 100 homes that have lead solder and are more likely to have higher levels of lead in water. Testing results from Fall 2021 showed that more than 10 percent of these homes had elevated levels of lead. Because these results exceeded the action level for lead, Palatine Hill Water District and Portland informed customers about the lead results and brought improved corrosion treatment online to reduce lead levels at the tap.
| Regulated Contaminant | Detected in Residential Water Taps | | EPA Standard | |
|---|---|---|---|---|
| | Fall 2021 Results1 | Homes Exceeding Action Level2 | Action Level2 | MCLG3 |
| Lead (ppb)3 | 21.0 | 14 out of 104 (13.5%) | 15 | 0 |
Page | 11
1 90th Percentile: 90 percent of the sample results were less than the values shown.
2 Action Level definition: The concentration of a contaminant which, if exceeded, triggers treatment or requirements of which a water system must follow.
3 See page 5 and 6 for definitions.
Bull Run Treatment Projects: Improved Corrosion Control Treatment Improved treatment started this spring
In April 2022, Portland began implementing our improved corrosion control treatment to reduce the levels of lead in drinking water for everyone. The new treatment system, built at our existing Lusted Hill treatment facility, adds two naturally occurring substances, sodium carbonate (soda ash) and carbon dioxide, to our drinking water. These adjust the alkalinity to 25 mg/L and will increase the pH to at least 8.5. We are proud to bring this improved treatment online and better support the health of our community.
How we got here
After detecting elevated levels of lead in higher risk homes 2013, we looked for additional ways to reduce lead that can enter the water from home or building plumbing. We determined that improving our drinking water treatment is the most effective way to reduce lead levels. In 2016, we agreed with the Oregon Health Authority to install improved treatment and began construction in 2020. We found elevated levels of lead in these higher risk homes again in fall 2021, highlighting the need for improved treatment to protect public health. The improved corrosion control treatment facility began treating our drinking water in April 2022.
Progress in reducing lead levels at the tap
Our team has been working to ramp up improved treatment to full operation. We are making treatment changes in steps to allow our drinking water system to adjust to the changes in water chemistry. Throughout these changes, the treatment team is collecting water samples from around the city to track how the improved treatment is affecting lead levels. These results are helping us monitor the changes to the system and determine the correct treatment to reduce lead levels as much as possible.
Message From Palatine Hill Water District Board of Commissioners
The Palatine Hill Water District Board of Commissioners is pleased to share the 2022 Drinking Water Quality Report with you. Palatine Hill Water District works diligently to protect and preserve this essential resource and enhance the system that delivers water to your home or business. We urge you to take minute to look through this report and learn about your water system and what goes into delivering water to your tap. If you have any questions or comments about this, please call Palatine Hill Water District a 503-639-5096 or visit www.palatinehillwaterdistrict.com.
Leslie Goss Chairman
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